ABSTRACT The evaluation of intensive cognitive training is usually based on neuropsychological tests and questionnaires. A study of the subjective experience of cognitive training would provide another type of valuable information concerning the effects of rehabilitation. We used grounded theory methods to explore the experience and management of attention dysfunction in daily life two–four years after brain injury. Data were collected by in-depth interviews of 14 adults with moderate-to-mild attention dysfunction after stroke or traumatic brain injury, and working part time or full time at the time of the interviews. The group received 20 hours of attention process training within the context of multidisciplinary rehabilitation early after brain injury. Data were analysed by open coding with constant comparison. The management of attention dysfunction was described by the informants as a dynamic process where strategies are continuously refined and flexibly adjusted as awareness and metacognitive knowledge increases. This process is regulated by situation-dependent factors. Attention process training might provide a suitable starting point for the identification of problem areas, improved specific goalsetting and stimulated self-training. The model describes the dynamic nature of the process, the ongoing struggle, self-training and search for feedback.

中文翻译：

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脑损伤后 2-4 年注意力功能障碍的日常管理和注意力过程训练的早期认知康复：一项定性研究

摘要 强化认知训练的评估通常基于神经心理学测试和问卷。对认知训练的主观体验的研究将提供另一种关于康复效果的有价值的信息。我们使用扎根理论方法来探讨脑损伤后 2-4 年日常生活中注意功能障碍的经历和管理。数据是通过对 14 名在中风或创伤性脑损伤后有中度至轻度注意力障碍的成年人进行深入访谈收集的，他们在访谈时从事兼职或全职工作。该小组在脑损伤后早期在多学科康复的背景下接受了 20 小时的注意力过程训练。数据通过开放编码进行分析，不断进行比较。信息提供者将注意力功能障碍的管理描述为一个动态过程，随着意识和元认知知识的增加，策略不断完善和灵活调整。这个过程受情境相关因素的调节。注意力过程训练可能为识别问题领域、改进特定目标设定和激发自我训练提供合适的起点。该模型描述了过程的动态性质、持续的斗争、自我训练和寻求反馈。注意力过程训练可能为识别问题领域、改进特定目标设定和激发自我训练提供合适的起点。该模型描述了过程的动态性质、持续的斗争、自我训练和寻求反馈。注意力过程训练可能为识别问题领域、改进特定目标设定和激发自我训练提供合适的起点。该模型描述了过程的动态性质、持续的斗争、自我训练和寻求反馈。