Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury.
Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one school age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological measures at 3 months postinjury. Academic achievement was assessed at 3 and 12 months postinjury. The neuropsychological battery included intelligence testing and measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI changes in reading, spelling, and arithmetic; changes in teacher ratings of school performance; and change in school placement. According to logistic regression analysis, change in placement from regular to special education at 1-year post-TBI was predicted by injury severity and by neuropsychological performance at 3 months post-TBI. Findings suggest that neuropsychological testing is useful in identifying children with special educational needs subsequent to TBI.
Kinsella
G
G
La Trobe University, School of Psychology, Bundoora, Victoria, Australia.
Prior
M
M
Sawyer
M
M
Murtagh
D
D
Eisenmajer
R
R
Anderson
V
V
Bryan
D
D
Klug
G
G
D000124:Achievement; D000293:Adolescent; D001930:Brain Injuries / Q000150:complications* / Q000175:diagnosis; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis / Q000209:etiology*; D004521:Educational Measurement; D005260:Female; D015600:Glasgow Coma Scale; D006801:Humans; D008297:Male; D014888:Wechsler Scales