TY  - JOUR
PY  - 2015//
TI  - Describing the attention profile of children and adolescents with acquired brain injury using the Virtual Classroom
JO  - Brain injury
A1  - Gilboa, Yafit
A1  - Kerrouche, Bernadette
A1  - Longaud-Vales, Audrey
A1  - Kieffer, Virginie
A1  - Tiberghien, Anne
A1  - Aligon, Delphine
A1  - Mariller, Aude
A1  - Mintegui, Amaia
A1  - Canizares, Céline
A1  - Abada, Geneviève
A1  - Paule Chevignard, Mathilde
SP  - 1691
EP  - 1700
VL  - 29
IS  - 13-14
N2  - OBJECTIVES: The objectives of the study were: (1) to describe the attention deficits profile of children with significant acquired brain injury (ABI) in comparison to matched controls, using the virtual classroom (VC); (2) to assess the utility of the VC in detecting attention deficits in children with ABI, as compared to classical neuropsychological tests and questionnaire-based assessment of attention; and (3) to determine how performance in the VC is affected by demographic and injury severity variables. <br><br>METHODS: Forty-one children with ABI and 35 age- and gender-matched controls, aged 8-16, were assessed with the VC. The results of the VC were compared to sub-tests of the Test of Everyday Attention for Children (TEA-Ch), the Conners' Parent Rating Scales-Revised: Short (CPRS-R:S) questionnaire and analysed according to demographic and injury severity variables. <br><br>RESULTS: Significant differences were found between the groups regarding the number of targets correctly identified in the VC. Significant inter-correlations were obtained between the VC variables. Significant correlations were found between the VC variables, the sub-tests of TEA-Ch and the CPRS-R:S and the demographic characteristics of the sample. <br><br>CONCLUSION: The VC appears to be a sensitive and ecologically valid assessment tool for use in the diagnosis of attention deficits among children with ABI.<p />  <p>Language: en</p>
LA  - en
SN  - 0269-9052
UR  - http://dx.doi.org/10.3109/02699052.2015.1075148
ID  - ref1
ER  -