• Demographic Information
  • Outcome Measurements
    • GAS Hierarchy - Increase weekly assignment completion
    • BRIEF-2
    • CLASS
    • PCSS
  • Repeated Measurements
    • Status Tracking
    • Repeated Strategy Measurements
  • Treatment Implementation Measurements
    • TARF
    • Treatment Compliance

Demographic Information

Participant Demographics
Sex Age Prior Concussions History of Depression or Anxiety
Female 13 3 Yes

Outcome Measurements

GAS Hierarchy - Increase weekly assignment completion

Level
Outcome
Much more than expected
Complete 80 to 100% of weekly assignments
More than expected
Complete 60 to 79% of weekly assginments
Expected
Complete 40 to 59% of weekly assignments
Baseline
Complete 20 to 39% of weekly assignments
Decline
Complete 0 to 19% of weekly assignments

BRIEF-2

Self-report responses that guided treatment at time of pre-baseline data collection:

  • Task Completion Scale
  • Plan/Organize Scale
  • Cognitive Regulation Index

Elevated scores from the parent-report pre-baseline included:

  • Inhibit Scale
  • Self-Monitor Scale
  • Behavior Regulation Index
  • Shift Scale
  • Emotional Control Scale
  • Emotional Regulation Index
  • Initiate Scale
  • Working Memory Scale
  • Plan/Organize Scale
  • Cognitive Regulation Index
  • Global Executive Composite

Scale/Index
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Inhibit Scale
64
79
64
Self-Monitor Scale
76
72
67
Behavior Regulation Index
71
79
67
Shift Scale
64
71
54
Emotional Control Scale
71
64
57
Emotional Regulation Index
69
69
56
Task Completion Scale
78
82
64
Working Memory Scale
72
84
63
Plan/Organize Scale
60
73
60
Cognitive Regulation Index
71
82
63
Global Executive Composite
72
80
63
Scale/Index
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Inhibit Scale
64
79
64
Self-Monitor Scale
76
72
67
Behavior Regulation Index
71
79
67
Shift Scale
64
71
54
Emotional Control Scale
71
64
57
Emotional Regulation Index
69
69
56
Task Completion Scale
78
82
64
Working Memory Scale
72
84
63
Plan/Organize Scale
60
73
60
Cognitive Regulation Index
71
82
63
Global Executive Composite
72
80
63

Scale/Index
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Inhibit Scale
68
62
45
Self-Monitor Scale
70
65
49
Behavior Regulation Index
71
64
46
Shift Scale
72
68
65
Emotional Control Scale
83
62
48
Emotional Regulation Index
82
66
56
Initiate Scale
70
70
61
Working Memory Scale
72
70
59
Plan/Organize Scale
71
58
53
Task-Monitor Scale
47
61
47
Organization of Materials Scale
53
49
46
Cognitive Regulation Index
66
64
54
Global Executive Composite
72
65
53
Scale/Index
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Inhibit Scale
68
62
45
Self-Monitor Scale
70
65
49
Behavior Regulation Index
71
64
46
Shift Scale
72
68
65
Emotional Control Scale
83
62
48
Emotional Regulation Index
82
66
56
Initiate Scale
70
70
61
Working Memory Scale
72
70
59
Plan/Organize Scale
71
58
53
Task-Monitor Scale
47
61
47
Organization of Materials Scale
53
49
46
Cognitive Regulation Index
66
64
54
Global Executive Composite
72
65
53

CLASS

Self-report responses that guided treatment at time of pre-baseline data collection:

  • Easily distracted during homework
  • Homework taking longer

Parent-report responses that guided treatment at time of pre-baseline data collection:

  • Homework taking longer

Question
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Difficulty taking notes
A little worse
A little worse
A little worse
Difficulty understanding new material
Somewhat worse
Somewhat worse
A little worse
In class, work taking longer
Somewhat worse
Somewhat worse
Somewhat worse
Homework taking longer
Somewhat worse
Somewhat worse
A lot worse
Difficulty studying for tests or quizzes
Somewhat worse
A lot worse
A little worse
Trouble remembering what was studied
A little worse
A little worse
A little worse
Trouble reading
A little worse
Not worse
Somewhat worse
Easily distracted during classwork
A lot worse
A lot worse
Somewhat worse
Easily distracted during homework
Somewhat worse
Somewhat worse
A little worse
Headaches interfering with classwork
A lot worse
Somewhat worse
A little worse
Headaches interfering with homework
A lot worse
Somewhat worse
A little worse
Tiring easily during the school day
Somewhat worse
Somewhat worse
A little worse
Tiring easily during homework
Somewhat worse
Somewhat worse
A little worse
Easily bothered by lights/screens or noise
A lot worse
A little worse
A lot worse
Missing time with friends and/or social activities
Not stressful
A little stressful
Moderately stressful
Not being allowed to play sports/recreation
Not stressful
A little stressful
Moderately stressful
Not having enough support from teachers
Moderately stressful
Not stressful
Not stressful
Not having enough support at home from parents/siblings
Not stressful
Not stressful
Not stressful
More stressed out/overwhelmed with the schoolwork piling up
Moderately stressful
Moderately stressful
Moderately stressful
Stressed out about your grades dropping
Moderately stressful
Moderately stressful
A little stressful

Question
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Difficulty taking notes
Not worse
Not worse
Not worse
Difficulty understanding new material
Somewhat worse
A little worse
Not worse
In class, work taking longer
Somewhat worse
A little worse
Not worse
Homework taking longer
A lot worse
A little worse
Not worse
Difficulty studying for tests or quizzes
A lot worse
A little worse
A little worse
Trouble remembering what was studied
A lot worse
A lot worse
Not worse
Trouble reading
A little worse
Not worse
Not worse
Easily distracted during classwork
A little worse
Somewhat worse
Not worse
Easily distracted during homework
A little worse
Somewhat worse
A little worse
Headaches interfering with classwork
Somewhat worse
A little worse
Not worse
Headaches interfering with homework
Somewhat worse
A little worse
Not worse
Tiring easily during the school day
A little worse
Not worse
Not worse
Tiring easily during homework
A little worse
Not worse
Not worse
Easily bothered by lights/screens or noise
A lot worse
A lot worse
Not worse
Missing time with friends and/or social activities
Not stressful
Not stressful
A little stressful
Not being allowed to play sports/recreation
Not stressful
Moderately stressful
A little stressful
Not having enough support from teachers
Not stressful
A little stressful
Not stressful
Not having enough support at home from parents/siblings
Not stressful
Not stressful
Not stressful
More stressed out/overwhelmed with the schoolwork piling up
Moderately stressful
A little stressful
A little stressful
Stressed out about your grades dropping
Not stressful
A little stressful
Not stressful

PCSS

Pre-baseline symptom severity levels that guided treatment selection:

  • Feeling “slow”
  • Feeling “foggy”
  • Difficulty concentrating
  • Difficulty remembering
  • Cognitive symptom cluster
Symptom
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Headache
5
2
3
Nausea
2
0
0
Vomiting
0
0
0
Balance problems
4
1
2
Dizziness
2
1
1
Fatigue
3
0
2
Trouble falling asleep
2
3
1
Excessive sleep
2
0
0
Loss of sleep
2
3
1
Drowsiness
5
1
2
Light sensitivity
6
2
4
Noise sensitivity
5
3
4
Irritability
5
1
1
Sadness
2
0
1
Nervousness
2
1
2
More emotional
4
1
1
Numbness
3
0
1
Feeling "slow"
5
1
1
Feeling "foggy"
4
1
0
Difficulty concentrating
5
4
3
Difficulty remembering
4
2
1
Visual problems
1
0
1
Total Score
73
27
32
Headache-Migraine Cluster
16
7
11
Cognitive Cluster
18
8
5
Anxiety-Mood Cluster
16
3
6
Ocular-Motor Cluster
1
0
1
Vestibular Cluster
8
2
3
Sleep Cluster
14
7
6
Symptom
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Headache
5
2
3
Nausea
2
0
0
Vomiting
0
0
0
Balance problems
4
1
2
Dizziness
2
1
1
Fatigue
3
0
2
Trouble falling asleep
2
3
1
Excessive sleep
2
0
0
Loss of sleep
2
3
1
Drowsiness
5
1
2
Light sensitivity
6
2
4
Noise sensitivity
5
3
4
Irritability
5
1
1
Sadness
2
0
1
Nervousness
2
1
2
More emotional
4
1
1
Numbness
3
0
1
Feeling "slow"
5
1
1
Feeling "foggy"
4
1
0
Difficulty concentrating
5
4
3
Difficulty remembering
4
2
1
Visual problems
1
0
1
Symptom
Pre Baseline Phase
Pre Experimental Phase
Post Treatment
Total Score
73
27
32
Headache-Migraine Cluster
16
7
11
Cognitive Cluster
18
8
5
Anxiety-Mood Cluster
16
3
6
Ocular-Motor Cluster
1
0
1
Vestibular Cluster
8
2
3
Sleep Cluster
14
7
6

Repeated Measurements

Status Tracking

Session
Assignments Completed
Total Assignments
Completion Percentage
1
10
40
25.00%
2
10
38
26.32%
3
15
42
35.71%
4
22
48
45.83%
5
25
40
62.50%
6
16
18
88.89%
7
10
16
62.50%
8
16
23
69.57%
9
14
20
70.00%
10
16
23
69.57%
11
15
25
60.00%
12
17
28
60.71%
13
15
24
62.50%

Repeated Strategy Measurements

Cognitive Strategy: Use of academic planner to track weekly assignments.

Treatment Implementation Measurements

TARF

The TARF is used to measure social validity.

Question
Response
The clinician's teaching of the cognitive strategy was effective
Agree
I was motivated to use my strategy outside of therapy sessions
Agree
The duration of time to learn my cognitive strategy was longer than anticipated
Neutral
I am confident I learned my cognitive strategy
Agree
Learning a cognitive strategy helped me reach my school and other goals
Agree
I liked attending therapy sessions
Neutral
I experienced discomfort learning and implementing a cognitive strategy to address my school and other goals
Disagree
To what extent do you feel like you understand the concept and importance of cognitive strategy instruction?
​
Anything else you would like to share with us?
​

Treatment Compliance

Participant 3 did not cancel or reschedule any sessions. There was a 3-week break between sessions 12 and 13 due to the winter holiday break.

Creative Commons License