Matching Items (10)
Description
Students with traumatic brain injury (TBI) sometimes experience impairments that can adversely affect educational performance. Consequently, school psychologists may be needed to help determine if a TBI diagnosis is warranted (i.e., in compliance with the Individuals with Disabilities Education Improvement Act, IDEIA) and to suggest accommodations to assist those students. This analogue study investigated whether school psychologists provided with more comprehensive psychoeducational evaluations of a student with TBI succeeded in detecting TBI, in making TBI-related accommodations, and were more confident in their decisions. To test these hypotheses, 76 school psychologists were randomly assigned to one of three groups that received increasingly comprehensive levels of psychoeducational evaluation embedded in a cumulative folder of a hypothetical student whose history included a recent head injury and TBI-compatible school problems. As expected, school psychologists who received a more comprehensive psychoeducational evaluation were more likely to make a TBI educational diagnosis, but the effect size was not strong, and the predictive value came from the variance between the first and third groups. Likewise, school psychologists receiving more comprehensive evaluation data produced more accommodations related to student needs and felt more confidence in those accommodations, but significant differences were not found at all levels of evaluation. Contrary to expectations, however, providing more comprehensive information failed to engender more confidence in decisions about TBI educational diagnoses. Concluding that a TBI is present may itself facilitate accommodations; school psychologists who judged that the student warranted a TBI educational diagnosis produce more TBI-related accommodations. Impact of findings suggest the importance of training school psychologists in the interpretation of neuropsychology test results to aid in educational diagnosis and to increase confidence in their use.
ContributorsHildreth, Lisa Jane (Author) / Hildreth, Lisa J (Thesis advisor) / Wodrich, David (Committee member) / Levy, Roy (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2012
Description
Military veterans have a significantly higher incidence of mild traumatic brain injury (mTBI), depression, and Post-traumatic stress disorder (PTSD) compared to civilians. Military veterans also represent a rapidly growing subgroup of college students, due in part to the robust and financially incentivizing educational benefits under the Post-9/11 GI Bill. The overlapping cognitively impacting symptoms of service-related conditions combined with the underreporting of mTBI and psychiatric-related conditions, make accurate assessment of cognitive performance in military veterans challenging. Recent research findings provide conflicting information on cognitive performance patterns in military veterans. The purpose of this study was to determine whether service-related conditions and self-assessments predict performance on complex working memory and executive function tasks for military veteran college students. Sixty-one military veteran college students attending classes at Arizona State University campuses completed clinical neuropsychological tasks and experimental working memory and executive function tasks. The results revealed that a history of mTBI significantly predicted poorer performance in the areas of verbal working memory and decision-making. Depression significantly predicted poorer performance in executive function related to serial updating. In contrast, the commonly used clinical neuropsychological tasks were not sensitive service-related conditions including mTBI, PTSD, and depression. The differing performance patterns observed between the clinical tasks and the more complex experimental tasks support that researchers and clinicians should use tests that sufficiently tax verbal working memory and executive function when evaluating the subtle, higher-order cognitive deficits associated with mTBI and depression.
ContributorsGallagher, Karen Louise (Author) / Azuma, Tamiko (Thesis advisor) / Liss, Julie (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2017
Description
Decades of research and empirical studies support the belief that traumatic life events lead to a multitude of negative outcomes (Tedeschi & Calhoun, 1996), however, new research suggests that some survivors of trauma experience significant psychological growth, known as posttraumatic growth (PTG) (Tedeschi, Park, & Calhoun, 1998). The current study focused on the trauma of a traumatic brain injury (TBI) and its relation to the development of PTG. A TBI is both a psychological trauma and a type of acquired brain injury that occurs when physical injury causes damage to the brain (National Institutes of Health [NIH], 2013). Empirical studies examining TBIs and PTG are minimal. The current study focused on survivors who have sustained a TBI from a motor vehicle accident to help control for contextual factors of the injury that are known to affect outcomes. The aim of this study was to elucidate the physical, sociodemographic, contextual, and psychological factors that helped predict the development of PTG among a population of TBI survivors. In addition, another aim of this study was to gain a better understanding of the relationship between PTG and posttraumatic stress disorder (PTSD) symptomatology. Cross-sectional data from self-identified TBI survivors of motor vehicle accidents (n = 155) were used to construct a model of prediction of PTG. Preliminary analyses revealed a reliability issue with the measure that assessed participants’ personality, and these variables were not used in planned analyses. Results revealed that the majority of participants were female, Caucasian, highly educated, and unemployed. Overall, the sample indicated significant injury severity, disability, and lower than average mental and physical functioning. The final model accounted for approximately 15% of the variance in PTG and significant predictors included: gender, time since injury, and the interaction between PTSD symptoms and time since injury. The findings of this research can help inform treatment programs and rehabilitation services as well as funding that can aim to improve outcomes from survivors of TBI. Study limitations included the use of cross-sectional data, a homogenous and unrepresentative sample of TBI survivors, recruitment concerns, and low reliability observed in one of the integral measures of the study.
ContributorsGildar, Natalie J (Author) / Bernstein, Bianca L (Thesis advisor) / Lavoie, Michael (Committee member) / Robinson Kurpius, Sharon E. (Committee member) / Arizona State University (Publisher)
Created2016
Description
Epilepsy is a chronic illness impacting the lives of over 300,000 children nationally. Sexson and Madan-Swain offer a theory that addresses successful school reentry in children that are chronically ill. Their theory posits that successful school reentry is influenced by school personnel with appropriate attitudes, training experiences, and by factors relating to the child's illness. The parents of 74 students, between second and twelfth grades, completed a questionnaire addressing their child's epilepsy and their current level of seizure control. Each child's homeroom teacher also completed a survey regarding their training experiences about epilepsy and their attitudes towards individuals with epilepsy. Additional information was gathered from the child's school regarding attendance rates, most recent Terra Nova test scores (a group achievement test), and special education enrollment status. Data were analyzed via four multiple regression analyses and one logistic regression analysis. It was found that seizure control was a significant predictor for attendance, academic achievement (i.e., mathematics, writing, and reading), and special education enrollment. Additionally, teachers' attitudes towards epilepsy were a significant predictor of academic achievement (writing and reading) and special education enrollment. Teacher training experience was not a significant predictor in any of the analyses.
ContributorsBohac, Genevieve (Author) / Wodrich, David L (Thesis advisor) / Lavoie, Michael (Committee member) / Thompson, Marilyn (Committee member) / Arizona State University (Publisher)
Created2011
Description
The present study examined the effects that mild traumatic brain injury (mTBI) has on an individual’s episodic memory by looking at participants’ abilities to recall stories both immediately after being verbally told and after a delay. Thirty-seven participants were sorted into a control group (N=27) and a mTBI group (N=10) and then given the Wechsler Memory Scale’s two subtests, Logical Memory I and Logical Memory II. Logical Memory I consists of two verbally given stories in which the participant immediately retells the story to the assessor with as much detail and original vocabulary as they can remember. Logical Memory II has the participants, without prior knowledge, retell the same two stories after a thirty-minute delay. Once recorded, researchers transcribed and scored the participants’ story recalls, gathering data on what errors, correct ideas, and vocabulary the participants made and remembered. The data was then analyzed through an Analysis of Variance (ANOVA), looking at the interaction of Story (of the two stories that the participants were told), Group (whether mTBI or control) , and Delay (whether it was the immediate or delayed recall). Trends in the data show that participants with a history of mTBI do more poorly than the control group proving that memory is affected by acquired brain injury and that further studies to examine how and why this is the case are needed.
ContributorsAndrews, Chaley (Author) / Azuma, Tamiko (Thesis director) / Ratiu, Ileana (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2023-05
Description
Adults with a history of traumatic brain injury (TBI) often show deficits in executive functioning, which include the ability to inhibit, switch, and attend to task relevant information. These abilities are also essential for language processing in bilinguals, who constantly inhibit and switch between languages. Currently, there is no data regarding the effect of TBI on executive function and language processing in bilinguals. This study used behavioral and eye-tracking measures to examine the effect of mild traumatic brain injury (mTBI) on executive function and language processing in Spanish-English bilinguals. In Experiment 1, thirty-nine healthy bilinguals completed a variety of executive function and language processing tasks. The primary executive function and language processing tasks were paired with a cognitive load task intended to simulate mTBI. In Experiment 2, twenty-two bilinguals with a history of mTBI and twenty healthy control bilinguals completed the same executive function measures and language processing tasks. The results revealed that bilinguals with a history of mTBI show deficits in specific executive functions and have higher rates of language processing deficits than healthy control bilinguals. Additionally, behavioral and eye-tracking data suggest that these language processing deficits are related to underlying executive function abilities. This study also identified a subset of bilinguals who may be at the greater risk of language processing deficits following mTBI. The findings of this study have a direct impact on the identification of executive function deficits and language processing deficits in bilinguals with a history mTBI.
ContributorsRatiu, Ileana (Author) / Azuma, Tamiko (Thesis advisor) / Goldinger, Stephen D (Committee member) / Liss, Julie M (Committee member) / Arizona State University (Publisher)
Created2015
Description
Mild TBI (mTBI) has been associated with subtle executive function (EF) and
cognitive-communication deficits. In bilinguals, there are unique cognitive demands required to control and process two languages effectively. Surprisingly, little is known about the impact of mTBI on EF, communication, and language control in bilinguals. Therefore, the aim of this study was to examine the cognitive-communication abilities in bilinguals with a history of mTBI, identify any language control impairments, and explore the relationship between these language control impairments and domain-general cognitive control abilities. To this end, three-hundred and twenty-seven monolingual and bilingual college students with and without mTBI history participated in two experiments. In these experiments, EF, communication, and language control were examined using experimental and clinical tasks as well as self-rating scales. In Experiment 1, there was an interaction between mTBI history and language group (monolinguals vs. bilinguals) in how participants performed on a clinical measure of EF and a verbal fluency task. That is, only bilinguals with mTBI scored significantly lower on these tasks. In addition, there was a significant correlation between errors on a language switching task and performance on non-verbal EF tasks. In Experiment 2, a subgroup of bilinguals with persistent cognitive and behavioral symptoms reported greater everyday communication challenges in their first and second languages. Also, unbalanced bilinguals reported greater EF difficulties than monolinguals and balanced bilinguals regardless of mTBI history. In conclusion, bilinguals may face unique cognitive-communication challenges after mTBI. Factors related to the bilingual experience (e.g., language balance, daily language use) should be
considered in clinical evaluation and future research.
cognitive-communication deficits. In bilinguals, there are unique cognitive demands required to control and process two languages effectively. Surprisingly, little is known about the impact of mTBI on EF, communication, and language control in bilinguals. Therefore, the aim of this study was to examine the cognitive-communication abilities in bilinguals with a history of mTBI, identify any language control impairments, and explore the relationship between these language control impairments and domain-general cognitive control abilities. To this end, three-hundred and twenty-seven monolingual and bilingual college students with and without mTBI history participated in two experiments. In these experiments, EF, communication, and language control were examined using experimental and clinical tasks as well as self-rating scales. In Experiment 1, there was an interaction between mTBI history and language group (monolinguals vs. bilinguals) in how participants performed on a clinical measure of EF and a verbal fluency task. That is, only bilinguals with mTBI scored significantly lower on these tasks. In addition, there was a significant correlation between errors on a language switching task and performance on non-verbal EF tasks. In Experiment 2, a subgroup of bilinguals with persistent cognitive and behavioral symptoms reported greater everyday communication challenges in their first and second languages. Also, unbalanced bilinguals reported greater EF difficulties than monolinguals and balanced bilinguals regardless of mTBI history. In conclusion, bilinguals may face unique cognitive-communication challenges after mTBI. Factors related to the bilingual experience (e.g., language balance, daily language use) should be
considered in clinical evaluation and future research.
ContributorsAlateeq, Halah (Author) / Azuma, Tamiko (Thesis advisor) / Ratiu, Ileana (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2020
Description
Concussion, or mild traumatic brain injury (mTBI), is a frequent cause of brain damage among youth and, therefore, represents a major public health problem. While most youth recover from concussion within 2 to 4 weeks, some concussed children and adolescents endure prolonged symptoms, along with mood disturbance sequelae for months. Few studies have assessed mood disturbance and concussion in pediatric populations. Additional research is necessary to understand pediatric concussion recovery and mood disturbance better, to guide early intervention efforts, and to improve pediatric concussion care. The purpose of this study was to examine how symptoms of mood disturbance (i.e., anxiety, depression, anger) and somatization relate to the odds of concussion recovery in male and female youth 12 to 17 years of age, who presented for neuropsychological evaluation after head injury. Significantly fewer females were deemed recovered at initial neuropsychological evaluation compared to males. Bivariate analyses of mood disturbance and somatization predictors revealed significant group differences in symptom burden between those determined recovered from concussion and those who had not recovered. Logistic regressions of each mood disturbance variable and somatization on concussion recovery suggested a modest decline in the odds of recovery as symptoms of mood disturbance or somatization increase. A multivariable logistic regression model of mood disturbance predictors, somatization, gender, and age was significant and explained over a quarter of the variance in concussion recovery; however, after a backward variable selection procedure, only depression and somatization symptoms were significant in the final model and accounted for a modest decline in the odds of concussion recovery at initial evaluation. Results replicate and extend research findings in pediatric concussion.
ContributorsBarros, Kathleen (Author) / Kinnier, Richard (Thesis advisor) / Kurpius, Sharon (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2021
Description
Attention-Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by difficulties in aspects of executive functioning such as inattention, hyperactivity, and impulsivity (American Psychiatric Association [APA], 2022). These challenges may impact learning and information retrieval, leading to variations in academic, vocational, and social skill development (APA, 2022). Precise assessment of these skills is crucial for understanding the diverse cognitive, behavioral, and emotional challenges associated with an ADHD diagnosis. Despite a global prevalence rate between 5-10%, no standardized assessment method has been established (Neprily et al., 2023). The development of digital tools like the NIH Toolbox Cognition Battery (NTCB) and Test of Variables of Attention (T.O.V.A.) offer enhanced accessibility and efficacy in early detection (Greenberg et al., 2007; Weintraub et al., 2013).The study evaluates select NTCB measures of executive functioning, assessing their convergent and discriminant validity alongside established neuropsychological tests. It also investigates whether the T.O.V.A. and NTCB can identify unique cognitive profiles in an ADHD sample, further evaluating sex- and age-based profile differences. Correlation analyses using SPSS (Version 28) revealed strong convergent and discriminant validity of the NTCB Flanker, Dimensional Change Card Sort, and Pattern Comparison tests, with variable discriminant validity on the List Sorting test. Latent profile analysis (LPA) was used to identify distinct profiles using NTCB and T.O.V.A. tests within a sample of 213 participants between the ages of 5 and 26 years diagnosed with ADHD. Analyses were performed using MPlus8 statistical software, with missing data being accounted for by using full information likelihood estimation (FIML). Model selections were based on the number of fit indices and criteria (Nylund et al., 2013). By adjusting unique combinations of subtests and scores from both measures, 2 to 3 distinct profiles emerged within the data, underscoring the heterogeneity and complexity of this clinical population. The data did not support sex-based performance differences; however, older cohorts demonstrated stronger NTCB working memory and processing speed performances.
The results highlight the versatility of the NTCB and T.O.V.A. in identifying unique neurocognitive profiles. Future research should explore their efficacy in diagnosing ADHD within diverse medical and psychiatric cohorts, aligning with emerging neuronal circuit theories.
ContributorsSchaefer, Amber Nicole (Author) / Capielo Rosario, Cristalís (Thesis advisor) / Truong, Nancy (Committee member) / Nicholls, Christopher J (Committee member) / Lavoie, Michael (Committee member) / Arizona State University (Publisher)
Created2023
Description
Previous studies suggest that bilinguals have certain executive function advantages over monolinguals. However, few studies have examined specific working memory (WM) differences between monolinguals and bilinguals using complex span tasks. In the current study, 52 bilingual and 53 monolingual speakers were administered simple and complex WM span tasks, including a backward digit-span task, standard operation span tasks and a non-verbal symmetry span task. WM performance was a strong predictor of performance on other WM tasks, whereas bilingual status was not. Thus, the present study did not find evidence of a bilingual advantage in WM capacity.
ContributorsRatiu, Ileana (Author) / Azuma, Tamiko (Author) / College of Health Solutions (Contributor)
Created2015-01-02