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Training in Goal-directed Attention Regulation for Individuals With Brain Injury

2017年10月18日 更新者：VA Office of Research and Development

Plasticity in Brain Network to Enhance Cognitive Rehabilitation

Brain injuries affect the lives of numerous Veterans. This study examines how the brain is affected by injury and how rehabilitation training for attention dysfunction may change brain functioning.

研究概览

地位

完全的

条件

干预/治疗

详细说明

Traumatic brain injuries (TBI) are a leading cause of long-term disability among combat Veterans. The most common and persistent sequelae after TBI are cognitive-behavioral deficits in 'executive control' and 'attention' functions. Such abnormalities may directly contribute to poor long-term outcomes as well as impede rehabilitation of dysfunction in other cognitive and motor domains. Effective treatments would potentially make a major impact in improving functional outcomes, but consistently effective treatments are not available. The overall goal of this research is to improve the investigators' understanding of plasticity in brain function after TBI and to develop improved cognitive neurorehabilitation treatments. The intervention involves individual and group-based training in cognitive skills.

研究类型

介入性

注册 (实际的)

49

阶段

  • 不适用

联系人和位置

本节提供了进行研究的人员的详细联系信息，以及有关进行该研究的地点的信息。

学习地点

  • 美国
    • California
      • Sacramento、California、美国、95655
        • VA Northern California Health Care System, Mather, CA

参与标准

研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。

资格标准

适合学习的年龄

18年 至 75年 (成人、年长者)

接受健康志愿者

不

有资格学习的性别

全部

描述

Inclusion Criteria:

  • history of traumatic brain injury
  • greater than 1 week from injury
  • residual dysfunction related to attention and executive control

Exclusion Criteria:

  • aphasia
  • active illicit drug use
  • severe depression
  • contraindications to MRI scanning

学习计划

本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。

研究是如何设计的？

设计细节

  • 主要用途：治疗
  • 分配：随机化
  • 介入模型：并行分配
  • 屏蔽：无（打开标签）

武器和干预

参与者组/臂
干预/治疗
实验性的：Goal-oriented Attention Regulation Training
training in goal-directed attention regulation
行为的：training in goal-directed attention regulation
training in goal-directed attention regulation
有源比较器：Education
brain health education
行为的：brain health education
brain health education workshops
实验性的：Technology-assisted Goal-directed Self-Regulation Training
computer-assisted training in goal-directed attention regulation
行为的：computer-assisted training in goal-directed attention regulation
computer-assisted training in goal-directed attention regulation, with trainer guidance and cognitive games to practice skills

研究衡量的是什么？

主要结果指标

结果测量
措施说明
大体时间
Self-report
大体时间：5 Weeks (After completion of active trainings in Arm 1 and Arm 3)
Responses to goal processing questionnaire relating to areas of personal goal-based functioning. This scale measured participants self-perceived changes to their cognitive and emotional functioning. Participants indicated the degree to which they perceived changes to 11 questions after receiving trainings in Arm 1 and Arm 3 on a 10-point scale (1=domain became worse, 5 = no change, 10 = domain improved). Participants did not complete this measure after Arm 2.
5 Weeks (After completion of active trainings in Arm 1 and Arm 3)

次要结果测量

结果测量
措施说明
大体时间
Change From Baseline to Post-training for Task Errors on a Functional Performance Measure
大体时间：5 weeks (After completion of Arm 1 and Arm 2)
Participants completed a functional assessment task, the modified Multiple Errands Task (MET). The MET is an unstructured functional task that permits assessment of participants' abilities to follow outlined rules and complete multiple 'real-world' tasks in a limited time period. Participants were provided written instructions and a map of the hospital where the assessment took place, and were instructed to complete 12 subtasks in 40 minutes while following 9 specified rules. Participants completed this at task at baseline and following Training (Arms 1 & 2, but not 3). Outcome measure was computed as post-training - baseline (negative value reflects less errors made post-training).
5 weeks (After completion of Arm 1 and Arm 2)
Change to Attention and Executive Functioning Composite Scores
大体时间：5 weeks (After completion of Arm 1 and Arm 2)

Participants completed the following neuropsychological measures of attention and executive functions before and after Arms 1 and 2, but not Arm 3.

Letter Number Sequencing from WIAT-III; Auditory Consonant Trigram: 9,18, 36 seconds; Digit Vigilance Test (Time and Errors); DKEFS subtests: Design Fluency, Verbal Fluency Switching, Inhibition (Time and Errors); and Inhibition/Switching (Time and Errors); and Trails B. Performance on these measures were scored based upon age, and when available, educational and repeated administration norms. Resultant scores were transformed into z-scores and aggregated to form a composite measure. Higher z-scores reflect better functioning.

The unit of analysis for this outcome was the change score from baseline to post-training. Positive change scores reflect improved performance over time[post-training - baseline], whereas negative change scores reflect worsening performance over time.
5 weeks (After completion of Arm 1 and Arm 2)

合作者和调查者

在这里您可以找到参与这项研究的人员和组织。

赞助

VA Office of Research and Development

合作者

University of California, San Francisco

调查人员

  • 首席研究员：Mark D'Esposito, MD、VA Northern California Health Care System, Mather, CA

出版物和有用的链接

负责输入研究信息的人员自愿提供这些出版物。这些可能与研究有关。

一般刊物

有用的网址

研究记录日期

这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。

研究主要日期

学习开始

2009年9月1日

初级完成 (实际的)

2015年12月1日

研究完成 (实际的)

2017年4月1日

研究注册日期

首次提交

2009年12月16日

首先提交符合 QC 标准的

2009年12月16日

首次发布 (估计)

2009年12月18日

研究记录更新

最后更新发布 (实际的)

2017年10月20日

上次提交的符合 QC 标准的更新

2017年10月18日

最后验证

2017年10月1日

更多信息

与本研究相关的术语

关键字

其他相关的 MeSH 术语

其他研究编号

  • B4605-I

此信息直接从 clinicaltrials.gov 网站检索，没有任何更改。如果您有任何更改、删除或更新研究详细信息的请求，请联系 register@clinicaltrials.gov. clinicaltrials.gov 上实施更改，我们的网站上也会自动更新.

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