title: Educational skills: long-term outcome and predictors following paediatric traumatic brain injury.
abstract: Given that reading, spelling and arithmetic skills are acquired through childhood, their development may be compromised following a childhood traumatic brain injury (TBI). The present study examined educational skills (reading accuracy, spelling and arithmetic) at a mean follow-up interval of 6.8 years post-injury in children who had sustained a mild, moderate, or severe TBI at two ages: 'Young' (age at injury: 3-7 years, n = 48) and 'Old': (age at injury: 8-12 years, n = 36). Comparisons between the young and old TBI groups resulted in inconsistent findings. While a dose-response relationship for severity was evident for the young group, this was not always the case for the old group. Significant predictors of outcome included both severity and acute intellectual function.
authors.affiliation: Australian Centre for Child Neuropsychology Studies, Murdoch Children's Research Institute, Melbourne, Australia. cathy.catroppa@mcri.edu.au
authors.forename: Cathy
authors.initials: C
authors.lastname: Catroppa
authors.forename: Vicki A
authors.initials: VA
authors.lastname: Anderson
authors.forename: Frank
authors.initials: F
authors.lastname: Muscara
authors.forename: Sue A
authors.initials: SA
authors.lastname: Morse
authors.forename: Flora
authors.initials: F
authors.lastname: Haritou
authors.forename: Jeffrey V
authors.initials: JV
authors.lastname: Rosenfeld
authors.forename: Liesl M
authors.initials: LM
authors.lastname: Heinrich
mesh_terms: D000367:Age Factors; D001930:Brain Injuries / Q000175:diagnosis* / Q000473:pathology; D002648:Child; D002675:Child, Preschool; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007360:Intelligence; D007361:Intelligence Tests; D008297:Male; D055641:Mathematical Concepts; D011379:Prognosis; D011932:Reading; D012720:Severity of Illness Index; D013997:Time Factors; D014956:Writing