Predictors and indicators of academic outcome in children 2 years following traumatic brain injury.
Within the context of a longitudinal study investigating outcome for children following traumatic brain injury, this paper reports on the utility of neuropsychological testing in predicting academic outcome in children 2 years following traumatic brain injury (TBI). Twenty-nine school-age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological and academic measures at 3 and 24 months postinjury. The neuropsychological battery included measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI change in school placement. According to logistic regression analysis, change in placement from regular to special education at 2 years 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 J
GJ
School of Psychology, La Trobe University, Australia.
Prior
M
M
Sawyer
M
M
Ong
B
B
Murtagh
D
D
Eisenmajer
R
R
Bryan
D
D
Anderson
V
V
Klug
G
G
D000293:Adolescent; D001930:Brain Injuries / Q000150:complications*; D016009:Chi-Square Distribution; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis* / Q000209:etiology; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D005544:Forecasting; D015600:Glasgow Coma Scale; D006801:Humans; D016015:Logistic Models; D008297:Male; D009483:Neuropsychological Tests / Q000592:standards*; D011379:Prognosis