Academic achievement and academic placement following traumatic brain injury in children and adolescents: a two-year longitudinal study.
Prospective, longitudinal follow-up of academic status following pediatric traumatic brain injury (TBI) identified that patients with severe TBI (n = 33) obtained significantly lower reading recognition, spelling, and arithmetic scores than those with mild to moderate TBI (n = 28). Independent of injury severity, adolescents scored lower than children on computational arithmetic and reading comprehension subtests. Although all achievement scores increased significantly from the baseline evaluation to 6 months after the injury, no further change was noted from 6 months to 2 years. Despite average achievement test scores by 2 years after TBI, 79% of the severely injured patients had either failed a grade or received special educational assistance. Traditional achievement tests may be insensitive to posttraumatic academic deficits.
Ewing-Cobbs
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Department of Pediatrics, University of Texas Houston Health Science Center, 77030, USA. lewing@ped1.med.uth.tmc.edu
Fletcher
J M
JM
Levin
H S
HS
Iovino
I
I
Miner
M E
ME
D000124:Achievement; D000293:Adolescent; D001925:Brain Damage, Chronic / Q000534:rehabilitation*; D001930:Brain Injuries / Q000534:rehabilitation*; D002648:Child; D002675:Child, Preschool; D004519:Education, Special; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D008137:Longitudinal Studies; D008297:Male; D011446:Prospective Studies