Neuropsychological Deficit and Academic Performance in Children and Adolescents Following Traumatic Brain Injury

Kinsella, Glynda; Prior, Margot; Sawyer, Michael; Murtagh, Douglas; Eisenmajer, Richard; Anderson, Vicki; Bryan, Douglas; Klug, Geoffrey L.

doi:10.1093/jpepsy/20.6.753

Cited by 81 publications

(75 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These rates of clinically significant change were somewhat lower than anticipated, but may be attributable to the use of a lower cutoff score. This finding also is consistent with literature that suggests low sensitivity to the behavioral sequelae of pediatric TBI (Kinsella et al, 1995;Knights et al, 1991). In fact, two studies found that structured interviews identified more post-TBI behavior problems than parent ratings (Bloom et al, 2001;Green, Foster, Morris, Muir, & Morris, 1998).…”

Section: Summary Of the Current Worksupporting

confidence: 91%

Parent-Child Interaction Therapy as a Family-Focused Approach for Young Children with Traumatic Brain Injury

Garcia¹

View full text Add to dashboard Cite

Section: Summary Of the Current Worksupporting

confidence: 91%

Parent-Child Interaction Therapy as a Family-Focused Approach for Young Children with Traumatic Brain Injury

Garcia¹

View full text Add to dashboard Cite

“…Studies comparing the pattern of WRAT subtest scores disclosed that arithmetic scores were lower than either spelling or reading scores (Berger-Gross & Shackelford, 1985;Chadwick et al, 1981;Levin & Benton, 1985) or did not identify any differences in performance across subtests (Kinsella et al, 1995;Perrott et al, 1991). Berger-Gross and Shackelford (1985) noted that arithmetic scores remained lower than reading and spelling scores even if IQ scores or the duration of impaired consciousness was covaried.…”

mentioning

confidence: 99%

“…Several studies have noted high rates of academic failure and changes from regular to special educational programming after TBI. Either full special educational support or a combination of regular and special educational placement was described in 50 to 75% of samples of severely injured children and adolescents (Brink, Hale, Garrett, Woo-Sam, & Nickel, 1970;Donders, 1994;Heiskanen & Kaste, 1974;Kinsella et al, 1995Kinsella et al, , 1997Klonoff, Low, & Clark, 1977). colleagues (1995, 1997) recently reported that changing from regular to special educational programming was not related to academic achievement scores but was related to teacher ratings of school performance, indices of adaptive behavior, lower verbal memory scores, and the presence of behavior problems.…”

mentioning

confidence: 99%

“…colleagues (1995, 1997) recently reported that changing from regular to special educational programming was not related to academic achievement scores but was related to teacher ratings of school performance, indices of adaptive behavior, lower verbal memory scores, and the presence of behavior problems. Both Donders (1994) and Kinsella et al (1995Kinsella et al ( , 1997 found that children requiring special educational placement had more severe TBI as indicated by lower Glasgow Coma Scale scores and/or longer duration of coma.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Academic Achievement and Academic Placement Following Traumatic Brain Injury in Children and Adolescents: A Two-Year Longitudinal Study

Ewing‐Cobbs

Fletcher

Levin

et al. 1998

Journal of Clinical and Experimental Neuropsychology

135

View full text Add to dashboard Cite

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.

show abstract

“…13 Both injury severity, as measured by the Glasgow Coma Scale (GCS), and neuropsychologic performance 3 months after head injury have been shown to predict special educational needs. 24 Donders found better performance IQ in children (10 to 17 years old) having mild or moderate head injury compared with severe head injury, but verbal IQ and memory did not differ with severity. 8 Research by Kaufmann et al 23 with 7-to 16-year-olds at 6 months postinjury produced similar results for severity of injury.…”

Section: Effects On Injured Childrenmentioning

confidence: 87%

Effects of Pediatric Head Trauma for Children, Parents, and Families

Youngblut

Singer

Boyer

et al. 2000

Critical Care Nursing Clinics of North America

View full text Add to dashboard Cite

SUMMARYSevere pediatric head injury has negative consequences for children of all ages. Even mild and moderate head injury results in residual impairment for school-age children and adolescents. Data are needed on the effects of these less severe insults, especially for preschoolers. Although research on the impact of the child's head injury on the parent-child relationship and family functioning is limited, the experience is likely to be very stressful for the parent and the family. Indeed, family integrity may be at risk. Research is needed that examines the effects of a child's head injury for the parent and the family over time and identifies factors related to these outcomes.Accidental injury is the leading cause of death and acquired disability for children over 1 year of age. Children under 15 years of age account for 22.4% of over 35 million emergency department visits each year that result from injury. 42 Head injuries account for 29% of children's hospitalizations caused by injury. 34 Most pediatric head injuries are caused by accidental falls and motor vehicle accidents for 1-to 9-year olds and sports injuries for 5-to 9-year olds. 28 Continued progress in emergency medical care has led to increased survival of children with traumatic brain injury, but many survivors are at high risk for acute and chronic impairments in functioning. Thus, brain-injured children and their families face significant challenges because of impairment that affects the children's daily lives, their school performance, their future, and frequently, the well-being of family members and the family system. When a preschool child suffers an accidental head injury, families are suddenly faced with fears about the child's survival and current condition and uncertainty about the child's future. Hospitalization in a pediatric intensive care unit (PICU) may exacerbate these fears. 64, 66 Severely brain-injured school-age children and adolescents are often left with significant disabilities. 16 Even school-age children and adolescents with mild traumatic brain injuries experience decreased functional status initially and problems with neurobehavioral abilities, such as attention deficit and memory loss, for at least a year after the injury. 47 The stress associated with adapting to a "new" child with continuing but subtle deficits is likely to have negative effects for the parent's mental health, with potential deterioration of the parent-child and family relationships. The purpose of this article is to review the research on effects of head injury for the injured child, the parents, and the family.Address reprint requests to

show abstract

Neuropsychological Deficit and Academic Performance in Children and Adolescents Following Traumatic Brain Injury

Cited by 81 publications

References 0 publications

Parent-Child Interaction Therapy as a Family-Focused Approach for Young Children with Traumatic Brain Injury

Parent-Child Interaction Therapy as a Family-Focused Approach for Young Children with Traumatic Brain Injury

Academic Achievement and Academic Placement Following Traumatic Brain Injury in Children and Adolescents: A Two-Year Longitudinal Study

Effects of Pediatric Head Trauma for Children, Parents, and Families

Contact Info

Product

Resources

About