Effects of problem solving skill training on school children with acquired brain injury in Hong Kong

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Effects of problem solving skill training on school children with acquired brain injury in Hong Kong


Author: Chan, Yau-kam Donna
Title: Effects of problem solving skill training on school children with acquired brain injury in Hong Kong
Degree: M.Sc.
Year: 2008
Subject: Hong Kong Polytechnic University -- Dissertations.
Problem solving in children -- China -- Hong Kong.
Brain-damaged children -- Education -- China -- Hong Kong.
Department: Dept. of Rehabilitation Sciences
Pages: x, 135 leaves : ill. ; 30 cm.
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b2232417
URI: http://theses.lib.polyu.edu.hk/handle/200/4627
Abstract: Problem solving abilities are the most important skills for children with acquired brain injury (ABI) for successful functioning across multiple domains of academic, social and daily living skills at school, at home and in social situations . This study was to develop and evaluate the effectiveness of a problem solving skills training program with emphasis on metacognitive principles in school children with ABI in Hong Kong. A total of thirty-two children with ABI were allocated closely by matched pair procedure in terms of schooling, diagnosis, intelligence level, and number of years after injury to either an experimental group A that received experimental intervention, or a comparison group B which was a waiting list group that would received the experimental intervention shortly after the intervention in Group A had been completed. Problem solving skills performance for children with ABI was measured pre and post intervention by using the Test of Non-verbal Intelligence-3 (TONIC-3), the Metacomponent Interview, the Interpersonal Negotiation Strategies Interview, the Canadian Occupational Performance Measure in child and parents' perspective and the Behavior Rating Inventory of Executive Function (BRIEF). The results indicated that significant differences in gain scores among were found in all measurements between children in the experimental group A and the control group B after the intervention The results of this study support the use of the four metacomponents, i.e. nature, planning, representing and monitoring, for problem solving skills training in the children with ABI. This study also developed the problem-solving skills training program in the local context and provided good evidence that problem solving skills can be trained explicitly to improve daily functions at work and at play in children after ABI.

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