scholarly journals Clinical correlates in an experimental model of repetitive mild brain injury

2013 ◽  
Vol 74 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Rebekah Mannix ◽  
William P. Meehan ◽  
Joseph Mandeville ◽  
Patricia E. Grant ◽  
Tory Gray ◽  
...  
Keyword(s):  
Brain Injury ◽  
Experimental Model ◽  
Clinical Correlates ◽  
Mild Brain Injury

scholarly journals Evaluación del discurso narrativo en pacientes con daño cerebral leve

2012 ◽  
Vol 4 (3) ◽  
pp. 61
Author(s):  
Ana María Cachón
Keyword(s):  
Clinical Practice ◽  
Brain Injury ◽  
Single Case ◽  
Speech Analysis ◽  
Recovery Stage ◽  
Language Therapist ◽  
Speech Evaluation ◽  
Mild Brain Injury ◽  
Oral Speech ◽  
The Subject

In clinical practice there are few test that language therapist can use for the oral speech evaluation. The battery that has been frecuently used for the aphasia assessment, doesn´t usually give us this type of data, and when it happens, it is just a global description of the language of the subject, which doesn't make possible a detailed pursuit of the evolution. The relevance of linguistic production´s assessment becomes more evident in the study of patients with mild injury as well as when patient is in an advanced recovery stage. An assessment without a speech analysis uses to overestimate the subject's capacities and usually ends in an incomplete and inadequate intervention. The aim of the present work was to review different studies that include the narrative speech as part of the assessment, and to explore, with the study of a single case, some applications in this kind of studies for language evaluation in mild brain injury patients.

scholarly journals Latent Class Analysis of Brain Injury Symptomatology among College Students

2017 ◽  
Vol 04 (01) ◽  
pp. e14-e22 ◽  
Author(s):  
Karen Hux ◽  
Jessica Brown ◽  
Matthew Lambert
Keyword(s):  
College Students ◽  
Brain Injury ◽  
Latent Class Analysis ◽  
General Health ◽  
Latent Class ◽  
Class Analysis ◽  
Grade Point ◽  
Significant Difference ◽  
Mild Brain Injury ◽  
Mean Equality

Background Incidents potentially causing mild brain injury (BI) are common, and most people recover rapidly; however, a subset experiences long-lasting challenges. Objective This study used latent class analysis to identify a subset of college students presenting chronic symptomatology consistent with a mild BI diagnosis and pseudo-class mean equality tests to examine relations between latent classes and BI event and academic outcome variables. Methods Participants were 118/423 undergraduates self-reporting possible mild BIs through a survey about general health, daily habits, academic performance, and potential BI events. Twenty-four cognitive, physiological, or socio-emotional sequelae served to identify symptomatology profiles. Results A three-class model including 11% with high symptomatology, 49% with moderate symptomatology, and 40% with negligible symptomatology provided excellent fit and entropy. Symptoms best separating high and moderate classes were memory, thinking speed, new learning, and attention problems. Mean equality tests revealed no significant difference in number of BI events across classes, but high symptomatology respondents were significantly less likely to lose consciousness and significantly more likely to have lower grade point averages and to have failed courses than moderate symptomatology respondents. Discussion Cognitive problems are paramount in distinguishing college students with chronic high symptomatology following BI from those with moderate and negligible symptomatology. Because high symptomatology class individuals differ academically from their counterparts, a functional consequence of mild BI appears to exist. Conclusion About 1 in 10 undergraduate students self-reporting BI events experiences chronic symptomatology affecting general health and academic achievement. Because they may benefit from supportive services, accurate identification is critical.

scholarly journals Characteristics of an Explosive Blast-Induced Brain Injury in an Experimental Model

2011 ◽  
Vol 70 (11) ◽  
pp. 1046-1057 ◽  
Author(s):  
Nihal C. de Lanerolle ◽  
Faris Bandak ◽  
Dewey Kang ◽  
Alexander Y. Li ◽  
Fu Du ◽  
...  
Keyword(s):  
Brain Injury ◽  
Experimental Model

scholarly journals Experimental model for the study of traumatic brain injury

2021 ◽  
Vol 61 (3) ◽  
pp. 729-737
Author(s):  
Ilie Dumitru ◽  
◽  
Marian Valentin Zorilă ◽  
Răzvan Ştefan Ţolescu ◽  
Laurenţiu Racilă ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Experimental Model

scholarly journals Systemic PaO2 Oscillations Cause Mild Brain Injury in a Pig Model

2016 ◽  
Vol 44 (5) ◽  
pp. e253-e263 ◽  
Author(s):  
Klaus U. Klein ◽  
Amelie Johannes ◽  
Melanie Brückner ◽  
Rainer Thomas ◽  
Stephan Matthews ◽  
...  
Keyword(s):  
Brain Injury ◽  
Pig Model ◽  
Mild Brain Injury

scholarly journals Multiple Electrophysiological Markers of Visual-Attentional Processing in a Novel Task Directed toward Clinical Use

2012 ◽  
Vol 2012 ◽  
pp. 1-11 ◽  
Author(s):  
Julie Bolduc-Teasdale ◽  
Pierre Jolicoeur ◽  
Michelle McKerral
Keyword(s):  
Brain Injury ◽  
Cognitive Processing ◽  
Diagnostic Tools ◽  
Attention And Memory ◽  
Cognitive Symptoms ◽  
Attentional Processing ◽  
Visual Spatial Attention ◽  
Visual Spatial ◽  
Mild Brain Injury ◽  
Cerebrovascular Stroke

Individuals who have sustained a mild brain injury (e.g., mild traumatic brain injury or mild cerebrovascular stroke) are at risk to show persistent cognitive symptoms (attention and memory) after the acute postinjury phase. Although studies have shown that those patients perform normally on neuropsychological tests, cognitive symptoms remain present, and there is a need for more precise diagnostic tools. The aim of this study was to develop precise and sensitive markers for the diagnosis of post brain injury deficits in visual and attentional functions which could be easily translated in a clinical setting. Using electrophysiology, we have developed a task that allows the tracking of the processes involved in the deployment of visual spatial attention from early stages of visual treatment (N1, P1, N2, and P2) to higher levels of cognitive processing (no-go N2, P3a, P3b, N2pc, SPCN). This study presents a description of this protocol and its validation in 19 normal participants. Results indicated the statistically significant presence of all ERPs aimed to be elicited by this novel task. This task could allow clinicians to track the recovery of the mechanisms involved in the deployment of visual-attentional processing, contributing to better diagnosis and treatment management for persons who suffer a brain injury.

Coma

2015 ◽  
Author(s):  
Jennifer Fugate ◽  
Eelco Wijdicks
Keyword(s):  
Brain Injury ◽  
Brain Tissue ◽  
Current Level ◽  
Level Of Care ◽  
Clinical Correlates ◽  
Improvement Potential ◽  
Tissue Shift

Coma is an ominous sign and has been known since antiquity. Over several decades, a much better understanding of the mechanisms of coma, patterns of brain tissue shift, and its clinical correlates has developed. Methods of the examination and the details of approaching a diagnosis of patients in coma have evolved gradually over this time. In this chapter, the key articles that formed the basis of this evaluation are discussed. These articles offer an understanding of how the current level of sophistication regarding determination of the severity of brain injury, of improvement potential, and of an appropriate level of care was reached.

A Multicomponent Writing Intervention for a College Student With Mild Brain Injury

2017 ◽  
Vol 39 (4) ◽  
pp. 490-500 ◽  
Author(s):  
Carly Dinnes ◽  
Karen Hux
Keyword(s):  
Brain Injury ◽  
Language Impairment ◽  
Linear Regression Analysis ◽  
Substantial Improvement ◽  
Written Expression ◽  
Language Performance ◽  
Mild Brain Injury ◽  
Semantic Associations ◽  
Line Slope ◽  
High Level

Written expression is a high-level language process susceptible to impairment given mild traumatic brain injury (mTBI); however, minimal research exists about assessing or treating this aspect of language performance. This study’s purpose was to determine the effect of a multicomponent intervention on the written expression of an undergraduate student with mTBI resulting in generalized expressive language impairment. Pretreatment, intervention, and posttreatment sessions extended over 11 weeks. Intervention addressed semantic associations, semantic mapping, proofreading, organization, foundational skills, and goal setting. Data reflected performance on intervention components, writing probes, and pre–posttreatment completion of a standardized writing measure. Calculation and plotting of correct writing sequence percentages revealed substantial improvement. Linear regression analysis confirmed the trend line slope for intervention probes differed significantly from baseline probes. Comparison of pre–posttreatment test results also confirmed substantial improvement. Multicomponent instruction similar to that recommended for other students with writing challenges may be effective for people with mTBI.

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