Publications by year
In Press
Jones J, Souchay C, Moulin C, Reynolds S, Adlam AR (In Press). Children’s CBT skills, Metacognition, Empathy, and Theory of Mind.
Journal of Children's ServicesAbstract:
Children’s CBT skills, Metacognition, Empathy, and Theory of Mind
Purpose: Cognitive Behavioural Therapy (CBT) is an evidence based treatment for common mental health problems that affect children, young people, and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts,
feelings, and behaviours. The aim of this study was to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings, and behaviours. Design/methodology/approach - Fifty nine typically developing children aged between 8-11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order Theory of Mind (ToM) task. Furthermore, parents rated their child’s empathy on the Children’s Empathy Quotient.
Findings – Children demonstrated high levels of CBT skills, metacognition, and ToM. CBT skills were significantly predicted by metacognition and empathy, but not ToM.
Originality/value – the findings suggest that CBT is developmentally appropriate for 8-11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.
Abstract.
Full text.
Adlam AR, Adams M, Gracey F, Dunn BD (In Press). Empathy in survivors of traumatic brain injury: the role of interoception and emotion recognition. Cortex
Adlam AR, Westgate B, Williams C (In Press). Executive function assessments in children and adults who have survived a brain injury: a systematic review. Neuropsychological Rehabilitation
Adlam A-L (In Press). Working memory training for children who have survived a brain injury.
2020
Wade SL, Gies LM, Fisher AP, Moscato EL, Adlam A-L, Bardoni A, Corti C, Limond J, Modi AC, Raj SP, et al (2020). Telepsychotherapy with children and families: Lessons gleaned. from two decades of translational research.
Journal of Psychotherapy Integration,
30, 332-347.
Full text.
Wade SL, Gies LM, Fisher AP, Moscato EL, Adlam AR, Bardoni A, Corti C, Limond J, Modi AC, Williams T, et al (2020). Telepsychotherapy with children and families: Lessons gleaned from two decades of translational research. Journal of Psychotherapy Integration, 30(2), 332-347.
2019
Limond J, Wade SL, Vickery PJ, Jeffery A, Warren FC, Hawton A, Smithson J, Ford T, Haworth S, Adlam A-LR, et al (2019). Clinical and cost-effectiveness of teen online problem-solving for adolescents who have survived an acquired brain injury in the UK: protocol for a randomised, controlled feasibility study (TOPS-UK).
BMJ Open,
9(8), e029349-e029349.
Abstract:
Clinical and cost-effectiveness of teen online problem-solving for adolescents who have survived an acquired brain injury in the UK: protocol for a randomised, controlled feasibility study (TOPS-UK).
INTRODUCTION: Paediatric acquired brain injury is a leading cause of mortality in children in the UK. Improved treatment during the acute phase has led to increased survival rates, although with life-long morbidity in terms of social and emotional functioning. This is the protocol for a feasibility randomised controlled trial with an embedded qualitative study and feasibility economic evaluation. If feasible, a later definitive trial will test the effectiveness and cost-effectiveness of an online intervention to enhance problem solving ability versus treatment as usual. METHODS AND ANALYSIS: Twenty-five adolescents and their families identified by primary or secondary care clinicians at participating UK National Health Service Trusts will be recruited and individually randomised in a 1:1 ratio to receive the online intervention or treatment as usual. Participants will be followed up by online questionnaires 17 weeks after randomisation to capture acceptability of the study and intervention and resource use data. Qualitative interviews will capture participants' and clinicians' experiences of the study. ETHICS AND DISSEMINATION: This study has been granted ethical approval by the South West-Exeter Research Ethics Committee (ref 17/SW/0083). Results will be disseminated via peer-reviewed publications and will inform the design of a larger trial. TRIAL REGISTRATION NUMBER: ISRCTN10906069.
Abstract.
Full text.
Adlam AR (2019). Memory Problems. In van Teijlingen E, Humphris G (Eds.) Psychology and Sociology Applied to Medicine 4E – an illustrated colour text, Edinburgh, UK: Elsevier.
Jones J, Milton FN, Mostazir M, Adlam A (2019). The Academic Outcomes of Working Memory and Metacognitive Strategy Training in Children: a Double-Blind Randomised Controlled Trial.
Developmental Science Full text.
Brooks V (2019). The Role of Self-Compassion as a Moderator in the Relationship Between Burnout and Psychological Wellbeing in Staff Working with People with Learning Disabilities.
Abstract:
The Role of Self-Compassion as a Moderator in the Relationship Between Burnout and Psychological Wellbeing in Staff Working with People with Learning Disabilities
Objective. Research demonstrates that self-compassion is linked to burnout and other psychological wellbeing outcome measures such as quality of life, stress, depression, and wellbeing. It is known that care occupations, and specifically those who work with individuals with learning disabilities, suffer with burnout and other psychological symptoms such as anxiety and depression. Several studies have examined these relationships in care staff. However, they have not been examined in a UK healthcare context, nor in a sample of learning disabilities staff for whom burnout is prevalent and relevant. With self-compassion as a moderator, this study
investigated burnout’s relationship to depression and psychological wellbeing respectively, in a UK learning disabilities staff sample.
Methods. 120 adult staff members (97 females and 23 males) aged between 18 and 64 years who work with adults with learning disabilities participated in the study. Participants completed an anonymised online questionnaire comprising the Self-Compassion Scale; the Maslow Burnout Inventory; the Beck Depression Inventory; and the Ryff Scale of Psychological Wellbeing.
Results. Self-compassion was at an average level for this sample and
depression scores were low. Moderation analyses illustrated that self-compassion significantly moderated the relationship between burnout (personal accomplishment) and psychological wellbeing (positive relationships with others); and burnout (both emotional exhaustion and personal accomplishment) and depression.
Abstract.
Full text.
Jeffery A, Wilks J, Mitchell S, Cocking L, Smithson J, Adlam A (2019). The challenges of conducting an online paediatric study (Teen Online Problem Solving for adolescents who have survived a brain injury in the UK: a feasibility study (TOPS-UK).
Author URL.
2018
Norwich B, Fujita T, Adlam A, Milton F, Edwards-Jones A (2018). Lesson study: an inter-professional approach for Educational Psychologists to improve teaching and learning.
Educational Psychology in Practice,
34, 370-385.
Full text.
Garrigan B, Adlam ALR, Langdon PE (2018). Moral decision-making and moral development: Toward an integrative framework.
Developmental Review,
49, 80-100.
Abstract:
Moral decision-making and moral development: Toward an integrative framework
© 2018 the Authors How moral decision-making occurs, matures over time and relates to behaviour is complex. To develop a full picture of moral decision-making, moral development and moral behaviour it is necessary to understand: (a) how real-time moral decisions are made (including relevant social and contextual factors), (b) what processes are required to develop to enable mature moral decisions, (c) how these processes develop over time, and (d) how moral decisions relate to behaviour. In this paper, psychological and social neuroscience theories of moral decision-making and development are briefly reviewed, as is the development of relevant component processes. Various component processes and factors are seen as required for moral decision-making and development, yet there is no comprehensive framework incorporating these components into one explanation of how real-time moral decisions are made and mature. In this paper, we integrated these components into a new framework based on social information processing (SIP) theory. Situational factors, and how both cognitive and affective processes guide moral decisions was incorporated into the Social Information Processing-Moral Decision-Making (SIP-MDM) framework, drawing upon theories and findings from developmental psychology and social neuroscience. How this framework goes beyond previous SIP models was outlined, followed by a discussion of how it can explain both real-time moral decisions and moral development. We concluded with how the SIP-MDM framework could be used to guide future research and theory development in this area.
Abstract.
Full text.
Wade SL, Narad ME, Shultz EL, Kurowski BG, Miley AE, Aguilar JM, Adlam A-LR (2018). Technology-assisted rehabilitation interventions following pediatric brain injury.
J Neurosurg Sci,
62(2), 187-202.
Abstract:
Technology-assisted rehabilitation interventions following pediatric brain injury.
INTRODUCTION: Following traumatic brain injury (TBI), children experience a variety of physical, motor, speech, and cognitive deficits that can have a long-term detrimental impact. The emergence and popularity of new technologies has led to research into the development of various apps, gaming systems, websites, and robotics that might be applied to rehabilitation. The objective of this narrative review was to describe the current literature regarding technologically-assisted interventions for the rehabilitation of motor, neurocognitive, behavioral, and family impairments following pediatric TBI. EVIDENCE ACQUISITION: We conducted a series of searches for peer-reviewed manuscripts published between 2000 and 2017 that included a technology-assisted component in the domains of motor, language/communication, cognition, behavior, social competence/functioning, family, and academic/school-based functioning. EVIDENCE SYNTHESIS: Findings suggested several benefits of utilizing technology in TBI rehabilitation including facilitating engagement/adherence, increasing access to therapies, and improving generalizability across settings. There is fairly robust evidence regarding the efficacy of online family problem-solving therapy in improving behavior problems, executive functioning, and family functioning. There was less compelling, but still promising, evidence regarding the efficacy other technology for motor deficits, apps for social skills, and computerized programs for cognitive skills. Overall, many studies were limited in the rigor of their methodology due to small heterogeneous samples and lack of control groups. CONCLUSIONS: Technology-assisted interventions have the potential to enhance pediatric rehabilitation after TBI. Future research is needed to further support their efficacy with larger controlled trials and to identify characteristics of children who are most likely to benefit.
Abstract.
Author URL.
Full text.
2017
Bagge S, Westgate B, Few K, Clarke P, Adlam ALR, Walsh J, O'Brien M (2017). Acceptability and feasibility of collecting data from fathers on their psychosocial adaptation to the birth of a very low birth weight infant.
Journal of Child Health Care,
21, 283-291.
Full text.
Steverson T, Adlam A-LR, Langdon PE (2017). Development and Validation of a Modified Multiple Errands Test for Adults with Intellectual Disabilities.
J Appl Res Intellect Disabil,
30(2), 255-268.
Abstract:
Development and Validation of a Modified Multiple Errands Test for Adults with Intellectual Disabilities.
BACKGROUND: the aims of the current study were to adapt a version of the MET for people with intellectual disabilities and assess its ecological and construct validity. MATERIAL AND METHODS: Using a correlational design, 40 participants with intellectual disabilities were invited to complete a battery of neuropsychological assessments and the modified Multiple Errands Test for Intellectual Disabilities (mMET-IDs). RESULTS: the ability to successfully complete tasks on the mMET-IDs correlated significantly with measures of the Supervisory Attentional System, namely, the Tower of London Test and the Six Parts Test. However, performance on the mMET-IDs and the Six Parts Test could be accounted for by Verbal IQ and receptive vocabulary. The mMET-IDs failed to correlate with the DEX-IR. CONCLUSIONS: the mMET-IDs can be successfully used to assess some aspects of the Supervisory Attentional System in people with intellectual disabilities. Further development is needed, however, to improve the ecological validity of the mMET-IDs.
Abstract.
Author URL.
Full text.
Bowtell JL, Aboo-Bakkar Z, Conway ME, Adlam A-LR, Fulford J (2017). Enhanced task-related brain activation and resting perfusion in healthy older adults after chronic blueberry supplementation.
Appl Physiol Nutr Metab,
42(7), 773-779.
Abstract:
Enhanced task-related brain activation and resting perfusion in healthy older adults after chronic blueberry supplementation.
Blueberries are rich in flavonoids, which possess antioxidant and anti-inflammatory properties. High flavonoid intakes attenuate age-related cognitive decline, but data from human intervention studies are sparse. We investigated whether 12 weeks of blueberry concentrate supplementation improved brain perfusion, task-related activation, and cognitive function in healthy older adults. Participants were randomised to consume either 30 mL blueberry concentrate providing 387 mg anthocyanidins (5 female, 7 male; age 67.5 ± 3.0 y; body mass index, 25.9 ± 3.3 kg·m-2) or isoenergetic placebo (8 female, 6 male; age 69.0 ± 3.3 y; body mass index, 27.1 ± 4.0 kg·m-2). Pre- and postsupplementation, participants undertook a battery of cognitive function tests and a numerical Stroop test within a 1.5T magnetic resonance imaging scanner while functional magnetic resonance images were continuously acquired. Quantitative resting brain perfusion was determined using an arterial spin labelling technique, and blood biomarkers of inflammation and oxidative stress were measured. Significant increases in brain activity were observed in response to blueberry supplementation relative to the placebo group within Brodmann areas 4/6/10/21/40/44/45, precuneus, anterior cingulate, and insula/thalamus (p < 0.001) as well as significant improvements in grey matter perfusion in the parietal (5.0 ± 1.8 vs -2.9 ± 2.4%, p = 0.013) and occipital (8.0 ± 2.6 vs -0.7 ± 3.2%, p = 0.031) lobes. There was also evidence suggesting improvement in working memory (2-back test) after blueberry versus placebo supplementation (p = 0.05). Supplementation with an anthocyanin-rich blueberry concentrate improved brain perfusion and activation in brain areas associated with cognitive function in healthy older adults.
Abstract.
Author URL.
Full text.
Garrigan B, Adlam ALR, Langdon PE (2017). Erratum: Corrigendum to “The neural correlates of moral decision-making: a systematic review and meta-analysis of moral evaluations and response decision judgements” (Brain and Cognition (2016) 108 (88–97) (S0278262616301646) (10.1016/j.bandc.2016.07.007)).
Brain and Cognition,
111, 104-106.
Abstract:
Erratum: Corrigendum to “The neural correlates of moral decision-making: a systematic review and meta-analysis of moral evaluations and response decision judgements” (Brain and Cognition (2016) 108 (88–97) (S0278262616301646) (10.1016/j.bandc.2016.07.007))
© 2016 a cluster-level thresholding error in the version of GingerALE software used by the authors (version 2.3.4) was reported by Eickhoff et al. (2016) recently. The authors subsequently re-ran the ALE analysis using version 2.3.6 of GingerALE. This resulted in a change to the meta-analysis clusters, with the two smallest clusters for moral evaluations (ME) and moral response decisions (MRD) being no longer being significant. There was no change to the conjunction analysis, or to the ME-MRD contrast (still no significant clusters). The results for the MRD-ME contrast are slightly different after re-running the analysis, although the area labels remain the same. Table 1 below shows the corrected results obtained from re-running the analysis in GingerALE version 2.3.6 and Fig. 1 displays the brain activation maps for MEs, MRDs and the MRD-ME contrast based on the revised analysis. We stated in our original paper that “six significant clusters of activation were found across the ME experiments (18 experiments, 174 foci, 383 participants): two in the left medial frontal gyrus (MFG), the left superior temporal gyrus (STG), left cingulate gyrus (CG), right STG and right MFG. Six significant clusters were found across the MRD experiments (10 experiments, 97 foci, 259 participants): left middle temporal gyrus (MTG), left precuneus, right MFG, right MTG, right inferior frontal gyrus (IFG) and left caudate.” (p. 91). After re-running the analysis in GingerALE 2.3.6, only four significant clusters of activation were found for ME and MRD experiments, with the two smallest clusters for each type being no longer significant. There were no longer significant clusters for MEs in the left and right MFG, Brodmann area (BA) 10, although the largest cluster for MFG, BA 9 remained. For MRDs, there was no longer a significant cluster in the right IFG, BA 47 or the left caudate. The number of experiments, foci and participants remained the same. In terms of how the new results affected the discussion within our original paper, we had stated that we found significant clusters of activation in the ventromedial prefrontal cortex (vmPFC) for MEs: cluster 5 and 6, MFG BA 10. However, clusters 5 and 6 for MEs were no longer significant after we re-ran the analysis, due to the cluster-level threshold bug in GingerALE 2.3.4. Our meta-analysis therefore only found one cluster (cluster 1 for MEs; MFG, BA 9) adjacent to the regions commonly referred to as the vmPFC. This further strengthens the argument that although the vmPFC has traditionally been the brain region most commonly implicated in moral decision-making, further research is needed to establish whether this brain region is involved for different types of moral evaluation tasks, and when making your own moral decisions. In our comparison of our ME results with Bzdok et al.'s (2012), we previously said that we both found activation in the left and right MFG, BA10, while our revised findings indicated significant activation of the left MFG, BA9 only. Comparing our ME results with that of Sevinc and Spreng (2014), we had previously stated that we both found activation in the right MFG, BA 10 but this cluster was no longer significant in our revised analysis. In the comparison of our MRD results with that of Sevinc and Spreng (2014) we also previously stated that while they found activation in the left IRF, we found activation in the right IFG, but this region is no longer significant in our revised analysis.
Abstract.
Full text.
Koutsouris G, Norwich B, Fujita T, Ralph T, Adlam A, Milton F (2017). Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance.
Technology, Pedagogy and Education,
26(5), 587-599.
Abstract:
Piloting a dispersed and inter-professional Lesson Study using technology to link team members at a distance
© 2017 Association for Information Technology in Teacher Education. This article presents an evaluation of distance technology used in a novel Lesson Study (LS) approach involving a dispersed LS team for inter-professional purposes. A typical LS model with only school teachers as team members was modified by including university-based lecturers with the school-based teachers, using video-conferencing and online video sharing. The aim was to examine the experiences of using video-conferencing and video transfer technology to support the use of LS procedures to connect team members between schools and university. The meetings from two LS teams (primary and secondary) were recorded and analysed using a discourse analysis framework, and team members were interviewed after the LS cycle. Despite some technical difficulties, the communication between the dispersed members of the teams was largely smooth and successful. Extending LS teams and practice to include non school teachers, using distance-linking technology, can more effectively support teachers, while reducing the practical constraints of bringing other professionals into the LS team.
Abstract.
Full text.
Mahan S, Rous R, Adlam A (2017). Systematic Review of Neuropsychological Rehabilitation for Prospective Memory Deficits as a Consequence of Acquired Brain Injury.
Journal of the International Neuropsychological Society,
23(3), 254-265.
Abstract:
Systematic Review of Neuropsychological Rehabilitation for Prospective Memory Deficits as a Consequence of Acquired Brain Injury
© 2016 the International Neuropsychological Society. Objectives: Prospective memory (PM) impairments are common following acquired brain injury (ABI). PM is the ability to keep a goal in mind for future action and interventions have the potential to increase independence. This review aimed to evaluate studies examining PM rehabilitation approaches in adults and children with ABI. Methods:Relevant literature was identified using PsycARTICLES (1894 to present), PsycINFO (1880 to present), the Cochrane Library (1972 to present), MEDLINE PubMed, reference lists from relevant journal articles, and searches of key journals. Literature searches were conducted using variants of the terms brain injury, stroke, encephalitis, meningitis, and tumor, combined with variants of the terms rehabilitation and prospective memory. Results: of the 435 papers identified, 11 were included in the review. Findings demonstrated a variety of interventions to alleviate PM deficits, including compensatory strategies (e.g. external memory aids) that provide either content-specific or content-free cueing, and remediation strategies (e.g. meta-cognitive training programs) aimed at improving the self-monitoring of personal goals. Risk of bias for individual studies was considered and the strengths and limitations of each of the included studies and the review itself were discussed. Conclusions: Interventions used with adults can be effective; PM abilities can be improved by using simple reminder systems and performance can be generalized to facilitate everyday PM functioning. There is, however, a lack of research of PM interventions conducted with children with ABI, and pediatric interventions need to consider on-going cognitive maturation.
Abstract.
Full text.
Adlam ALR, Adams M, Turnbull O, Yeates G, Gracey F (2017). The Bangor Gambling Task: Characterising the Performance of Survivors of Traumatic Brain Injury.
Brain Impairment,
18(1), 62-73.
Abstract:
The Bangor Gambling Task: Characterising the Performance of Survivors of Traumatic Brain Injury
© Copyright 2017 Australasian Society for the Study of Brain Impairment. The Bangor Gambling Task (BGT, Bowman & Turnbull, 2004) is a simple test of emotion-based decision making, with contingencies varying across five blocks of 20 trials. This is the first study to characterise BGT performance in survivors of traumatic brain injury (TBI) relative to healthy controls. The study also aimed to explore sub-groups (cluster analysis), and identify predictors of task performance (multiple regression). Thirty survivors of TBI and thirty-nine controls completed the BGT and measures of processing speed, pre-morbid IQ, working memory, and executive function. Results showed that survivors of TBI made more gamble choices than controls (total BGT score), although the groups did not significantly differ when using a cut-off score for 'impaired' performance. Unexpectedly, the groups did not significantly differ in their performance across the blocks; however, the cluster analysis revealed three subgroups (with survivors of TBI and controls represented in each cluster). Findings also indicated that only age and group were significant predictors of overall BGT performance. In conclusion, the study findings are consistent with an individual difference account of emotion-based decision making, and a number of issues need to be addressed prior to recommending the clinical use of the BGT.
Abstract.
Full text.
Adlam AR, Limond J, Lah S (2017). The Rehabilitation of Attention in Adults and Children Part 2: Rehabilitation of attention disorders in children. In Wilson B, Winegardner J, van Heugtan C, Ownsworth T (Eds.)
Neuropsychological Rehabilitation: the International Handbook, Taylor and Francis.
Abstract:
The Rehabilitation of Attention in Adults and Children Part 2: Rehabilitation of attention disorders in children
Abstract.
Westgate B, Dunning D, Roberts H, Adlam AR (2017). The clinical use of Cogmed Working Memory Training (CWMT): a clinician survey.
The Neuropsychologist Full text.
2016
Dunning DL, Westgate B, Adlam ALR (2016). A meta-analysis of working memory impairments in survivors of moderate-to-severe traumatic brain injury.
Neuropsychology,
30(7), 811-819.
Abstract:
A meta-analysis of working memory impairments in survivors of moderate-to-severe traumatic brain injury
© 2016 American Psychological Association. Objectives: to establish the magnitude of deficits in working memory (WM) and short-term memory(STM) in those with moderate-to-severe traumatic brain injury (TBI) relative to age-matched, healthycontrols and to explore the moderating effects of time since injury and age at injury on these impairments.Method: Twenty-one studies that compared the WM and/or STM abilities of individuals with at least amoderate TBI relative to healthy controls were included in a random effects meta-analysis. Measuresused to examine memory performance were categorized by modality (visuospatial, verbal) and memorysystem (WM, STM). Results: Individuals with TBI had significant deficits in verbal STM (Cohen's d =41), visuospatial WM (Cohen's d =. 69), and verbal WM (Cohen's d ±. 37) relative to controls. Greaterdecrements in verbal STM and verbal WM skills were associated with longer time postinjury. Largerdeficits were observed in verbal WM abilities in individuals with older age at injury. Conclusion:Evidence for WM impairments following TBI is consistent with previous research. Larger verbal STMand verbal WM deficits were related to a longer time postinjury, suggesting that these aspects of memorydo not "recover" over time and instead, individuals might show increased rates of cognitive decline. Ageat injury was associated with the severity of verbal WM impairments, with larger deficits evident forinjuries that occurred later in life. Further research needs to chart the long-term effects of TBI on WMand to compare the effects of injury on verbal relative to visuospatial memory.
Abstract.
Full text.
Ukoumunne OC, 1. Farrand P, Woodford J, Llewellyn D, Anderson M, Venkatasubramanian S, Adlam A, Dickens C (2016). Behavioural activation written self-help to improve mood, wellbeing and quality of life in people with dementia supported by informal carers (PROMOTE): study protocol for a single-arm feasibility study.
Pilot and Feasibility Studies Full text.
Norwich B, Koutsouris G, Fujita T, Ralph T, Adlam A, Milton F (2016). Exploring knowledge bridging and translation in Lesson Study using an inter-professional team.
International Journal of Lesson and Learning Studies,
5(3), 180-195.
Abstract:
Exploring knowledge bridging and translation in Lesson Study using an inter-professional team
Purpose – it is argued that the issues of translating basic science, including knowledge from neuroscience, into relevant teaching are similar to those that have been experienced over a long period by educational psychology. This paper proposes that such a translation might be achieved through Lesson Study (LS), which is an increasingly used technique to stimulate teacher enquiry. To explore these issues, this paper presents the findings from a modified LS approach that involved psychologists and mathematics lecturers working together with school-based teachers to prepare a series of lessons on mathematics.
Design/methodology/approach – the LS team review and planning meetings and subsequent interviews were recorded and analysed for common themes, with reference to patterns of knowledge bridging. Particular attention was paid to translational issues and the kind of knowledge used.
Findings – Overall, there was some successful bridging between theory and practice, and evidence of translation of theoretical knowledge into relevant teaching practice. However, the analysis of the team’s interactions showed that relatively little involved a useful applied neuroscience/neuropsychology element, whereas other psychological knowledge from cognitive, developmental, educational and clinical psychology was considered more relevant to planning the LS.
Originality/value – This study illustrates how reference to brain functioning has currently little specific to contribute directly to school teaching, but it can arouse increased interest in psychological processes relevant to teaching and learning. This approach reaffirms the central role of teacher-led research in the relationship between theory and practice. The findings are also discussed in relation to the SECI model of knowledge creation.
Abstract.
Full text.
Garrigan B, Adlam ALR, Langdon PE (2016). The neural correlates of moral decision-making: a systematic review and meta-analysis of moral evaluations and response decision judgements.
Brain Cogn,
108, 88-97.
Abstract:
The neural correlates of moral decision-making: a systematic review and meta-analysis of moral evaluations and response decision judgements.
The aims of this systematic review were to determine: (a) which brain areas are consistently more active when making (i) moral response decisions, defined as choosing a response to a moral dilemma, or deciding whether to accept a proposed solution, or (ii) moral evaluations, defined as judging the appropriateness of another's actions in a moral dilemma, rating moral statements as right or wrong, or identifying important moral issues; and (b) shared and significantly different activation patterns for these two types of moral judgements. A systematic search of the literature returned 28 experiments. Activation likelihood estimate analysis identified the brain areas commonly more active for moral response decisions and for moral evaluations. Conjunction analysis revealed shared activation for both types of moral judgement in the left middle temporal gyrus, cingulate gyrus, and medial frontal gyrus. Contrast analyses found no significant clusters of increased activation for the moral evaluations-moral response decisions contrast, but found that moral response decisions additionally activated the left and right middle temporal gyrus and the right precuneus. Making one's own moral decisions involves different brain areas compared to judging the moral actions of others, implying that these judgements may involve different processes.
Abstract.
Author URL.
Full text.
2015
Limond J, Adlam A-LR (2015). Cognitive Interventions for Children with Brain Injury. In (Ed) Neuropsychological Rehabilitation of Childhood Brain Injury, Palgrave Macmillan UK, 82-105.
Limond J, Adlam AR (2015). Cognitive interventions for children with brain injury. In Reed J, Byard K, Fine H (Eds.)
Neuropsychological rehabilitation of childhood brain injury: a practical guide, Palgrave Macmillan, 82-105.
Full text.
2014
Limond J, Adlam ALR, Cormack M (2014). A model for pediatric neurocognitive interventions: Considering the role of development and maturation in rehabilitation planning.
Clinical Neuropsychologist,
28(2), 181-198.
Abstract:
A model for pediatric neurocognitive interventions: Considering the role of development and maturation in rehabilitation planning
The need for post-acute neurorehabilitation after childhood acquired brain injury is increasingly recognized but recent reviews highlight the limited evidence-base and lack of a neuropsychological treatment model. Evidence from different fields was reviewed to inform the development of a pediatric neurocognitive interventions (PNI) model. The review included literature from child neuropsychology, adult neuropsychology, cognitive neuroscience, learning disabilities, education, and mental health. The resulting PNI model provides a systematic approach to delivering and evaluating appropriate care while minimizing the obstacles to successful outcomes. The model emphasizes the role of development and cognitive maturation in the planning of rehabilitation. Areas that represent significant gaps in our knowledge are discussed and future research directions are suggested based on predictions generated by the proposed model. © 2014 Taylor & Francis.
Abstract.
Full text.
Gracey F, Watson S, McHugh M, Swan A, Humphrey A, Adlam A (2014). Age at injury, emotional problems and executive functioning in understanding disrupted social relationships following childhood acquired brain injury.
Social Care and Neurodisability,
5(3), 160-170.
Abstract:
Age at injury, emotional problems and executive functioning in understanding disrupted social relationships following childhood acquired brain injury
© Emerald Group Publishing Limited. Purpose – Clinically significant childhood acquired brain injury (ABI) is associated with increased risk of emotional and behavioural dysfunction and peer relationship problems. The purpose of this paper is to determine how emotional and peer related problems for children with ABI compare with those of children referred to mental health services, and to identify clinical predictors of peer relationship problems in a heterogeneous sample typical of a specialist community rehabilitation setting. Design/methodology/approach – Participants were 51 children with clinically significant ABI (32 traumatic brain injury; 29 male) referred for outpatient neuropsychological rehabilitation. Emotional, behavioural and social outcomes were measured using the Strengths and Difficulties Questionnaire (SDQ), and executive functioning was measured with the Behaviour Rating Inventory of Executive Functions. Correlational analyses were used to explore variables associated with peer relationships. A subgroup (n=27) of children with ABI were compared to an age and sex matched mental health group to determine differences on SDQ subscales. Findings – the SDQ profiles of children with clinically significant ABI did not significantly differ from matched children referred to mental health services. Time since injury, peer relationship problems, metacognitive, and behavioural problems correlated with age at injury. These variables and SDQ emotional problems correlated with peer relationship problems. Linear multiple regression analysis indicated that only metacognitive skills remained a significant predictor of peer relationship problems, and metacognitive skills were found to significantly mediate between age at injury and peer relationship problems. Research limitations/implications – the study confirms the significant effect of childhood ABI on relationships with peers and mental health, those injured at a younger age faring worst. Within the methodological constraints of this study, the results tentatively suggest that age of injury influences later peer relationships via the mediating role of poor metacognitive skills within a heterogeneous clinical sample. Originality/value – This is the first study to examine the roles of emotional, behavioural and executive variables on the effect of age at injury on peer relationship problems in a sample with a wide range of ages and ages of injury
Abstract.
Stefanopoulou E, Hirsch CR, Hayes S, Adlam A, Coker S (2014). Are attentional control resources reduced by worry in generalized anxiety disorder?.
J Abnorm Psychol,
123(2), 330-335.
Abstract:
Are attentional control resources reduced by worry in generalized anxiety disorder?
This is the first study to examine attentional control capacities in generalized anxiety disorder (GAD). GAD is characterized by uncontrollable worry. Individuals diagnosed with GAD and healthy participants (HPs) performed a random key-pressing task while thinking about a worrisome or a positive future event, to assess the extent to which attentional control resources are used by worry. Attentional control was also assessed when participants were not instructed to think about a specific topic using the N-back task, which varies in task difficulty, and therefore is sensitive to subtle differences in ability to handle increasing demands on attentional control within the same paradigm. GAD participants (but not HPs) were less random while worrying than thinking about a positive event during the key-pressing task, suggesting that worry consumed more attentional control resources in this population. During the N-Back task, GAD participants performed worse than HPs during the high load conditions only, indicating greater difficulty in sustaining focus on conditions requiring a higher degree of attentional control, even without concurrent task activity. Poor attentional control might underpin the difficulty of GAD individuals to stop worrying and switch to thinking more benign information. Further research could investigate whether worry consumes attentional control resources in other psychological disorders with high rates of worry (e.g. panic disorder, psychosis), as well as the extent to which attentional control is used by other forms of repetitive thinking, such as depressive rumination.
Abstract.
Author URL.
Evans IEM, Kuzma E, Lang IA, Adlam A-LR, Llewellyn DJ (2014). P1-345: WHICH BRIEF ASSESSMENT MEASURES FOR DEMENTIA ARE CURRENTLY RECOMMENDED FOR USE IN PRIMARY CARE? a SYSTEMATIC REVIEW. Alzheimer's & Dementia, 10, P439-P439.
2013
Adlam ALR, de Haan M, Hodges JR, Patterson K (2013). Memory for action sequences in semantic dementia.
Neuropsychologia,
51(8), 1481-1487.
Abstract:
Memory for action sequences in semantic dementia
Semantic dementia (SD) is associated with a progressive, relatively selective, degeneration of semantic memory (both verbal and nonverbal facts and knowledge). Episodic memory, however, is thought to be relatively preserved. This study aimed to further assess the nonverbal, incidental, episodic memory profile associated with SD using deferred imitation, which measures recall by the nonverbal imitation of novel action sequences after a 24-h delay. The performance of six individuals with SD was compared to that of 10 healthy age- and education-matched controls. After a baseline phase, where sets of objects were presented for manipulation to measure the spontaneous production of relevant action sequences, participants were shown eight novel three-step action sequences with the sets of objects. The component actions of the sequences were causally related in four of the eight series and arbitrarily related in the remaining four, to investigate the influence of sequence structure on memory performance. All participants produced more target actions and pairs in the arbitrary sequences 24-h after demonstration compared to baseline, indicating memory for the sequences, but only the control group showed significant memory for the order of the causal sequences (pairs). Furthermore, and perhaps more strikingly, only the control participants showed a recall advantage for the causal relative to the arbitrary sequences, indicating that they, but not the patients, could take advantage of the semantic nature of these sequences. Together these findings suggest that individuals with SD show some nonverbal episodic memory, even after a 24-h delay, and that new anterograde memory can to some extent be established without significant support from semantic memory. © 2013 Elsevier Ltd.
Abstract.
2012
Simblett SK, Badham R, Greening K, Adlam A, Ring H, Bateman A (2012). Validating independent ratings of executive functioning following acquired brain injury using Rasch analysis.
Neuropsychological Rehabilitation,
22(6), 874-889.
Abstract:
Validating independent ratings of executive functioning following acquired brain injury using Rasch analysis
Assessment of everyday problems with executive functioning following acquired brain injury (ABI) is greatly valued by neurorehabilitation services. Reliance on self-report measures alone is problematic within this client group who may experience difficulties with awareness and memory. The construct validity and reliability of independent ratings (i.e. ratings provided by a carer/relative) on the Dysexecutive Questionnaire (DEX-I) was explored in this study. Consistent with the results recently reported on the self-rated version of the DEX (DEX-S; Simblett & Bateman, 2011), Rasch analysis completed on 271 responses to the DEX-I revealed that the scale did not fit the Rasch model and did not meet the assumption of unidimensionality, that is, a single underlying construct could not be found for the DEX-I that would allow development of an interval-level measure as a whole. Subscales, based on theoretical conceptualisations of executive functioning (Stuss, 2007) previously suggested for the DEX-S, were able to demonstrate fit to the Rasch model and unidimensionality. Reliability of independent responses to these subscales in comparison to self-reported ratings is discussed. These results contribute to a greater understanding of how assessment of executive functioning can be improved. © 2012 Copyright Psychology Press.
Abstract.
2010
Adlam ALR, Malloy M, Mishkin M, Vargha-Khadem F (2010). Erratum to Dissociation between recognition and recall in developmental amnesia [Neuropsychologia 47, 11, 2207-2210]. Neuropsychologia, 48(6).
Adlam ALR, Patterson K, Bozeat S, Hodges JR (2010). The cambridge semantic memory test battery: Detection of semantic deficits in semantic dementia and Alzheimer's disease.
Neurocase,
16(3), 193-207.
Abstract:
The cambridge semantic memory test battery: Detection of semantic deficits in semantic dementia and Alzheimer's disease
The aims of this study were (a) to explore the utility of, and make more widely available, an updated and extended version of the Cambridge Semantic Memory test battery, and (b) to use this battery in conjunction with other tests to characterise the profile of several different forms of progressive cognitive impairment: semantic dementia (SD, n = 15), mild cognitive impairment (MCI, n = 7), established Alzheimer's disease (AD) (n = 8), all in comparison to normal controls (n = 45). The semantic battery is useful in a variety of ways for exploring the nature of semantic deficits; on its own, however, it does not provide sensitive differentiation between patients with AD and SD. An assessment including measures of episodic memory and visuospatial abilities as well as the semantic battery is recommended for good characterisation of the cognitive profiles associated with SD and AD. © 2010 Psychology Press.
Abstract.
2009
Adlam ALR, Patterson K, Hodges JR (2009). "I remember it as if it were yesterday": Memory for recent events in patients with semantic dementia.
Neuropsychologia,
47(5), 1344-1351.
Abstract:
"I remember it as if it were yesterday": Memory for recent events in patients with semantic dementia
Patients with semantic dementia (SD), who have an incontrovertible deficit in semantic memory, are reported to show good day-to-day memory for recent events; but experimental evidence on their anterograde episodic memory/new learning is somewhat sparse and does not always tell a consistent story. We describe the performance of five SD patients, relative to controls, on (a) a range of semantic memory measures that predictably revealed substantial impairment, and (b) a newly designed naturalistic and incidental episodic task, which included information regarding the items and context of the semantic tasks. As a group, the patients' episodic memory for these natural events was good, even after a 24-h delay, although case-by-case analysis revealed some heterogeneity in performance. These findings are discussed with regard to the neural substrate of episodic memory and psychological models of long-term memory. © 2009 Elsevier Ltd. All rights reserved.
Abstract.
Adlam ALR, Malloy M, Mishkin M, Vargha-Khadem F (2009). Dissociation between recognition and recall in developmental amnesia.
Neuropsychologia,
47(11), 2207-2210.
Abstract:
Dissociation between recognition and recall in developmental amnesia
Developmental amnesia (DA) is a memory disorder due to hypoxia/ischaemia-induced damage to the hippocampus early in life. To test the hypothesis that this disorder is associated with a disproportionate impairment in recall vis-à-vis recognition, we examined a group of 10 patients with DA on the Doors and People test, which affords a quantitative comparison between measures of the two memory processes. The results supported the hypothesis in that the patients showed a sharp, though not complete, recall-recognition dissociation, exhibiting impairment on both measures relative to their matched controls, but with a far greater loss in recall than in recognition. Whether their relatively spared recognition ability is due to restriction of their medial temporal lobe damage to the hippocampus or whether it is due instead to their early age at injury is still uncertain. © 2009 Elsevier Ltd.
Abstract.
2008
Salmond CH, Adlam ALR, Gadian DG, Vargha-Khadem F (2008). A comparison of memory profiles in relation to neuropathology in autism, developmental amnesia and children born prematurely. In (Ed)
Memory in Autism, 63-85.
Abstract:
A comparison of memory profiles in relation to neuropathology in autism, developmental amnesia and children born prematurely
Abstract.
Hodges JR, Martinos M, Woollams AM, Patterson K, Adlam ALR (2008). Repeat and Point: Differentiating semantic dementia from progressive non-fluent aphasia.
Cortex,
44(9), 1265-1270.
Abstract:
Repeat and Point: Differentiating semantic dementia from progressive non-fluent aphasia
To determine whether a new, simple, quick measure, the Repeat and Point test, reliably differentiates between semantic dementia (SD) and progressive non-fluent aphasia (PNFA). Fifteen patients with SD, six patients with PNFA and 18 healthy controls were administered the Repeat and Point test. Participants were required to repeat 10 multi-syllabic concrete nouns and, following each repetition, to point to the word's pictorial referent amongst an array of six semantically and perceptually similar foils. Patients with SD were consistently impaired relative to PNFA patients and controls on the comprehension (pointing) component of the task, whereas patients with PNFA showed no significant deficit on pointing but were impaired at the production (repeating) component. Discriminant function analysis confirmed perfect classification of the individual patients into their respective groups: criteria involving a ratio of the two scores are provided. The Repeat and Point test is particularly appropriate for routine use in a clinical context: it is quick and easy to administer and score; it reliably discriminated between the two patient groups, SD and PNFA; and it offers a simple rule of thumb, i.e. the Repeat-to-Point ratio, to aid in the diagnosis of these two language variants of frontotemporal dementia (FTD). © 2007 Elsevier Srl. All rights reserved.
Abstract.
2006
Gray J, Yeo GSH, Cox JJ, Morton J, Adlam A-LR, Keogh JM, Yanovski JA, El Gharbawy A, Han JC, Tung YCL, et al (2006). Hyperphagia, Severe Obesity, Impaired Cognitive Function, and Hyperactivity Associated with Functional Loss of One Copy of the Brain-Derived Neurotrophic Factor (BDNF) Gene. Diabetes, 55(12), 3366-3371.
Adlam A-LR, Patterson K, Rogers TT, Nestor PJ, Salmond CH, Acosta-Cabronero J, Hodges JR (2006). Semantic dementia and fluent primary progressive aphasia: two sides of the same coin?.
Brain,
129(Pt 11), 3066-3080.
Abstract:
Semantic dementia and fluent primary progressive aphasia: two sides of the same coin?
Considerable controversy exists regarding the relationship between semantic dementia (SD) and progressive aphasia. SD patients present with anomia and impaired word comprehension. The widely used consensus criteria also include the need for patients to exhibit associative agnosia and/or prosopagnosia: many authors have used the label SD for patients with non-verbal, as well as verbal, semantic deficits on formal testing even if they recognize the objects and people encountered in everyday life; others interpret the criterion of agnosia to require pervasive recognition impairments affecting daily life. According to this latter view, SD patients have pathology that disrupts both a bilateral ventrotemporal-fusiform network (resulting in agnosia) and the left hemisphere language network (resulting in profound aphasia). These authors suggest that this profile is different to that seen in the fluent form of primary progressive aphasia (fPPA), a neurodegenerative disease primarily affecting language function. We present data on seven patients who met the diagnostic criteria for fPPA. All seven showed deficits relative to matched controls on both verbal and non-verbal measures of semantic memory, and these deficits were modulated by degree of anomia, concept familiarity and item typicality. Voxel-based morphometry revealed reduced grey matter density in the temporal lobes bilaterally (more widespread on the left), with the severity of atrophy in the left inferior temporal lobe being significantly related to performance on both the verbal and non-verbal measures. Together these findings suggest that patients who meet the diagnostic criteria for fPPA, can also meet the diagnostic criteria for early-stage SD provided that the impact of concept familiarity and typicality is taken into account. In addition, these findings support a claim that the patients' deficits on both verbal and non-verbal tasks reflect progressive deterioration of an amodal integrative semantic memory system critically involving the rostral temporal lobes, rather than a combination of atrophy in the left language network and a separate bilateral ventrotemporal-fusiform network.
Abstract.
Author URL.
Adlam ALR, Bozeat S, Arnold R, Watson P, Hodges JR (2006). Semantic knowledge in mild cognitive impairment and mild Alzheimer's disease.
Cortex,
42(5), 675-684.
Abstract:
Semantic knowledge in mild cognitive impairment and mild Alzheimer's disease
The aim of this study was to investigate memory in patients with mild cognitive impairment (MCI) and mild Alzheimer's disease (AD). Ten patients with MCI, 11 with AD and a group of age and education matched healthy control participants were assessed on a comprehensive battery of semantic memory tests, including traditional semantic memory measures and a non-verbal test of knowledge of object use. The MCI group was impaired on tests of category fluency and all three conditions of an object knowledge test (matching to recipient, function and action), plus a difficult object-naming test. The mild AD group showed additional impairments on traditional measures of semantic memory, including naming high frequency items, comprehension and semantic association. Together these findings suggest that semantic memory impairments occur early in the course of AD, more specifically in patients with "amnesic" MCI, and provide further evidence that impaired category fluency reflects semantic breakdown.
Abstract.
2005
Adlam ALR, Vargha-Khadem F, Mishkin M, De Haan M (2005). Deferred imitation of action sequences in developmental amnesia.
Journal of Cognitive Neuroscience,
17(2), 240-248.
Abstract:
Deferred imitation of action sequences in developmental amnesia
The aims of this study were to investigate whether patients with developmental amnesia (DA) associated with bilateral hippocampal volume reduction show an impairment in incidental nonverbal recall of action sequences, and whether the severity of this memory impairment is influenced by the sequence structure (causal vs. arbitrary). Like adult-onset cases of amnesia (McDonough, Mandler, McKee, & Squire, 1995), patients with DA did not differ significantly from their age-, sex-, and IQ-matched controls in spontaneous production of the sequences prior to modeling but recalled fewer target actions and action pairs than the control group after a 24-hour delay, independent of sequence structure. Unlike the patients with adult-onset amnesia, however, the patients with DA showed some memory for both types of sequences after a 24-hour delay. This difference in severity of memory impairment might reflect differences in extent of pathology and/or age at injury.
Abstract.
Adlam A (2005). From Acquisition to Deterioration of Semantic Knowledge: a Mechanistic Theory of Semantic Cognition. Journal of the International Neuropsychological Society, 11(05).
2002
Moffitt TE, Adlam A, Affleck G, Andreou P, Aquan-Assee J, Arseneault L, Baines R, Benkhada N, Cant L, Cartwright S, et al (2002). Teen-aged mothers in contemporary Britain.
Journal of Child Psychology and Psychiatry and Allied Disciplines,
43(6), 727-742.
Abstract:
Teen-aged mothers in contemporary Britain
Background: This paper describes the circumstances of contemporary young mothers and their children from a nationally representative sample, and compares them to the circumstances of mothers who delayed childbearing beyond age 20. Methods: the participants are members of the Environmental Risk (E-risk) Longitudinal Twin Study, which follows an epidemiological sample of 1,116 women who became mothers in England and Wales in 1994-95, and their children, and contains an over-sample of young mothers. Home visits were conducted when the children were aged 5 years. Data were collected from mothers via interviews, from children via experimental tasks and observations, and from teachers via postal questionnaires. Results: Young mothers encountered more socio-economic deprivation, had significantly less human and social capital, and experienced more mental health difficulties. Their partners were less reliable and supportive, both economically and emotionally, and were more antisocial and abusive. The children of young mothers showed reduced educational attainment, were rated by multiple informants as having more emotional and behavioural problems, were at increased risk of maltreatment or harm, and showed higher rates of illnesses, accidents, and injuries. Conclusions: Young mothers today face difficulties known to have long-lasting effects for women and their children. Preventions that target young mothers may reduce harm to the physical health, mental health, and social status of future generations.
Abstract.
2001
Baddeley A, Chincotta D, Adlam A (2001). Working memory and the control of action: evidence from task switching.
Journal of Experimental Psychology: General,
130(4), 641-657.
Abstract:
Working memory and the control of action: evidence from task switching.
A series of 7 experiments used dual-task methodology to investigate the role of working memory in the operation of a simple action-control plan or program involving regular switching between addition and subtraction. Lists requiring switching were slower than blocked lists and showed 2 concurrent task effects. Demanding executive tasks impaired performance on both blocked and switched lists, whereas articulatory suppression impaired principally the switched condition. Implications for models of task switching and working memory and for the Vygotskian concept of verbal control of action are discussed.
Abstract.
2000
Hughes C, Adlam A, Happé F, Jackson J, Taylor A, Caspi A (2000). Good Test—Retest Reliability for Standard and Advanced False-Belief Tasks across a Wide Range of Abilities. Journal of Child Psychology and Psychiatry, 41(4), 483-490.
Hughes C, Adlam A, Happé F, Jackson J, Taylor A, Caspi A (2000). Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities.
Journal of Child Psychology and Psychiatry and Allied Disciplines,
41(4), 483-490.
Abstract:
Good test-retest reliability for standard and advanced false-belief tasks across a wide range of abilities
Although tests of young children's understanding of mind have had a remarkable impact upon developmental and clinical psychological research over the past 20 years, very little is known about their reliability. Indeed, the only existing study of test-retest reliability suggests unacceptably poor results for first-order false-belief tasks (Mayes, Klin, Tercyak, Cicchetti, and Cohen, 1996), although this may in part reflect the nonstandard (video-based) procedures adopted by these authors. The present study had four major aims. The first was to re-examine the reliability of false-belief tasks, using more standard (puppet and storybook) procedures. The second was to assess whether the test-retest reliability of false-belief task performance is equivalent for children of contrasting ability levels. The third aim was to explore whether adopting an aggregate approach improves the reliability with which children's early mental-state awareness can be measured. The fourth aim was to examine for the first time the test-retest reliability of children's performances on more advanced theory-of-mind tasks. Our results suggest that most standard and advanced false-belief tasks do in fact show good test-retest reliability and internal consistency, with very strong test-retest correlations between aggregate scores for children of all levels of ability.
Abstract.
Baddeley AD, Chincotta D, Adlam A (2000). Working Memory and Action Control: Evidence from Task Switching.