Neuroimaging and social behavior in children after traumatic brain injury: Findings from the Social Outcomes of Brain Injury in Kids (SOBIK) study

2013 ◽  
Vol 32 (4) ◽  
pp. 707-720 ◽  
Author(s):  
Erin D. Bigler ◽  
Keith Owen Yeates ◽  
Maureen Dennis ◽  
Cynthia A. Gerhardt ◽  
Kenneth H. Rubin ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Social Behavior ◽  
Social Outcomes ◽  
The Social

scholarly journals Social cognition and emotion regulation: a multifaceted treatment (T-ScEmo) for patients with traumatic brain injury

2019 ◽  
Vol 33 (5) ◽  
pp. 820-833 ◽  
Author(s):  
Herma J Westerhof-Evers ◽  
Annemarie C Visser-Keizer ◽  
Luciano Fasotti ◽  
Jacoba M Spikman
Keyword(s):  
Traumatic Brain Injury ◽  
Emotion Regulation ◽  
Social Cognition ◽  
Brain Injury ◽  
Social Behavior ◽  
Treatment Protocol ◽  
Strategy Training ◽  
Self Monitoring ◽  
Cognition And Emotion ◽  
E Learning

Background: Many patients with moderate to severe traumatic brain injury have deficits in social cognition. Social cognition refers to the ability to perceive, interpret, and act upon social information. Few studies have investigated the effectiveness of treatment for impairments of social cognition in patients with traumatic brain injury. Moreover, these studies have targeted only a single aspect of the problem. They all reported improvements, but evidence for transfer of learned skills to daily life was scarce. We evaluated a multifaceted treatment protocol for poor social cognition and emotion regulation impairments (called T-ScEmo) in patients with traumatic brain injury and found evidence for transfer to participation and quality of life. Purpose: In the current paper, we describe the theoretical underpinning, the design, and the content of our treatment of social cognition and emotion regulation (T-ScEmo). Theory into practice: The multifaceted treatment that we describe is aimed at improving social cognition, regulation of social behavior and participation in everyday life. Some of the methods taught were already evidence-based and derived from existing studies. They were combined, modified, or extended with newly developed material. Protocol design: T-ScEmo consists of 20 one-hour individual sessions and incorporates three modules: (1) emotion perception, (2) perspective taking and theory of mind, and (3) regulation of social behavior. It includes goal-setting, psycho-education, function training, compensatory strategy training, self-monitoring, role-play with participation of a significant other, and homework assignments. Recommendations: It is strongly recommended to offer all three modules, as they build upon each other. However, therapists can vary the time spent per module, in line with the patients’ individual needs and goals. In future, development of e-learning modules and virtual reality sessions might shorten the treatment.

scholarly journals Theory of Mind and Parental Nurturance as Predictors of Peer Relationships After Childhood Traumatic Brain Injury: A Test of Moderated Mediation

2019 ◽  
Vol 25 (09) ◽  
pp. 931-940 ◽  
Author(s):  
Stephanie Deighton ◽  
Christianne Laliberté Durish ◽  
H. Gerry Taylor ◽  
Kenneth Rubin ◽  
Maureen Dennis ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Theory Of Mind ◽  
Peer Relationships ◽  
Peer Rejection ◽  
Moderating Effect ◽  
Mediating Effect ◽  
Social Outcomes ◽  
Parental Nurturance ◽  
Severe Tbi

AbstractObjective: Traumatic brain injury (TBI) sustained in childhood is associated with poor social outcomes. This study investigated the role of theory of mind (ToM) as a mediator of the relation between TBI and peer rejection/victimization and reciprocated friendships, as well as the moderating effect of parental nurturance on those relationships. Method: Participants were children of 8–13 years old (M = 10.45, SD = 1.47), including 13 with severe TBI, 39 with complicated mild/moderate TBI, and 32 children with orthopedic injuries. Data on peer rejection/victimization and friendship were collected in school classrooms using the Extended Class Play and friendship nominations. Parents rated parental nurturance using the Child-Rearing Practices Report. Finally, ToM was measured based on children’s average performance across three tasks measuring different aspects of ToM. Results: Severe TBI was associated with poorer ToM, greater peer rejection/victimization, and fewer reciprocated friendships. ToM mediated the relation between severe TBI and peer rejection/victimization (i.e., severe TBI predicted poorer ToM, which in turn predicted greater rejection/victimization). Parental nurturance significantly moderated this relation, such that the mediating effect of ToM was significant only at low and average levels of parental nurturance, for both severe and complicated mild/moderate TBI groups. Neither the mediating effect of ToM nor the moderating effect of parental nurturance was significant for reciprocated friendships. Conclusion: High parental nurturance may mitigate the negative effects of ToM deficits on risk of peer rejection/victimization among children with TBI. Interventions designed to increase parental nurturance or ToM may promote better social outcomes among children with TBI.

scholarly journals Social Behavior and Impairments in Social Cognition Following Traumatic Brain Injury

2017 ◽  
Vol 23 (5) ◽  
pp. 400-411 ◽  
Author(s):  
Michelle May ◽  
Maarten Milders ◽  
Bruce Downey ◽  
Maggie Whyte ◽  
Vanessa Higgins ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Social Behavior ◽  
Emotion Recognition ◽  
Social Functioning ◽  
Injury Severity ◽  
Comparison Group ◽  
Response Selection ◽  
Community Integration ◽  
Post Injury

AbstractObjectives:The negative effect of changes in social behavior following traumatic brain injury (TBI) are known, but much less is known about the neuropsychological impairments that may underlie and predict these changes. The current study investigated possible associations between post-injury behavior and neuropsychological competencies of emotion recognition, understanding intentions, and response selection, that have been proposed as important for social functioning.Methods:Forty participants with TBI and 32 matched healthy participants completed a battery of tests assessing the three functions of interest. In addition, self- and proxy reports of pre- and post-injury behavior, mood, and community integration were collected.Results:The TBI group performed significantly poorer than the comparison group on all tasks of emotion recognition, understanding intention, and on one task of response selection. Ratings of current behavior suggested significant changes in the TBI group relative to before the injury and showed significantly poorer community integration and interpersonal behavior than the comparison group. Of the three functions considered, emotion recognition was associated with both post-injury behavior and community integration and this association could not be fully explained by injury severity, time since injury, or education.Conclusions:The current study confirmed earlier findings of associations between emotion recognition and post-TBI behavior, providing partial evidence for models proposing emotion recognition as one of the pre-requisites for adequate social functioning. (JINS, 2017,23, 400–411)

Intellectual, Behavioral, and Social Outcomes of Accidental Traumatic Brain Injury in Early Childhood

PEDIATRICS ◽  
2012 ◽  
Vol 129 (2) ◽  
pp. e262-e268 ◽  
Author(s):  
L. M. Crowe ◽  
C. Catroppa ◽  
F. E. Babl ◽  
V. Anderson
Keyword(s):  
Traumatic Brain Injury ◽  
Early Childhood ◽  
Brain Injury ◽  
Social Outcomes

scholarly journals Social Interaction in Young Children with Inflicted and Accidental Traumatic Brain Injury: Relations with Family Resources and Social Outcomes

2013 ◽  
Vol 19 (5) ◽  
pp. 497-507 ◽  
Author(s):  
Linda Ewing-Cobbs ◽  
Mary R. Prasad ◽  
Donna Mendez ◽  
Marcia A. Barnes ◽  
Paul Swank
Keyword(s):  
Traumatic Brain Injury ◽  
Social Interaction ◽  
Brain Injury ◽  
Young Children ◽  
Social Interactions ◽  
Social Engagement ◽  
Injury Severity ◽  
Social Outcomes ◽  
Social Responsiveness ◽  
Family Resources

AbstractCore social interaction behaviors were examined in young children 0–36 months of age who were hospitalized for accidental (n= 61) or inflicted (n= 64) traumatic brain injury (TBI) in comparison to typically developing children (n= 60). Responding to and initiating gaze and joint attention (JA) were evaluated during a semi-structured sequence of social interactions between the child and an examiner at 2 and 12 months after injury. The accidental TBI group established gaze less often and had an initial deficit initiating JA that resolved by the follow-up. Contrary to expectation, children with inflicted TBI did not have lower rates of social engagement than other groups. Responding to JA was more strongly related than initiating JA to measures of injury severity and to later cognitive and social outcomes. Compared to complicated-mild/moderate TBI, severe TBI in young children was associated with less responsiveness in social interactions and less favorable caregiver ratings of communication and social behavior. JA response, family resources, and group interacted to predict outcomes. Children with inflicted TBI who were less socially responsive and had lower levels of family resources had the least favorable outcomes. Low social responsiveness after TBI may be an early marker for later cognitive and adaptive behavior difficulties. (JINS, 2013,19, 1–11)

Irony and Empathy in Children with Traumatic Brain Injury

2013 ◽  
Vol 19 (3) ◽  
pp. 338-348 ◽  
Author(s):  
Maureen Dennis ◽  
Nevena Simic ◽  
Alba Agostino ◽  
H. Gerry Taylor ◽  
Erin D. Bigler ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Speech Acts ◽  
School Age Children ◽  
Severe Injuries ◽  
Indirect Speech ◽  
Indirect Speech Acts ◽  
The Social ◽  
Orthopedic Injuries ◽  
And Gender

AbstractSocial communication involves influencing what other people think and feel about themselves. We use the term conative theory of mind (ToM) to refer to communicative interactions involving one person trying to influence the mental and emotional state of another, paradigmatic examples of which are irony and empathy. This study reports how children with traumatic brain injury (TBI) understand ironic criticism and empathic praise, on a task requiring them to identify speaker belief and intention for direct conative speech acts involving literal truth, and indirect speech acts involving either ironic criticism or empathic praise. Participants were 71 children in the chronic state of a single TBI and 57 age- and gender-matched children with orthopedic injuries (OI). Group differences emerged on indirect speech acts involving conation (i.e., irony and empathy), but not on structurally and linguistically identical direct speech acts, suggesting specific deficits in this aspect of social cognition in school-age children with TBI. Deficits in children with mild-moderate TBI were less widespread and more selective than those of children with more severe injuries. Deficits in understanding the social, conative function of indirect speech acts like irony and empathy have widespread and deep implications for social function in children with TBI. (JINS, 2013, 19, 1–11)

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