Neuropsychological sequelae, familial stress, and environmental adaptation following pediatric head injury

Perrott, Stephen B.; Taylor, H. Gerry; Montes, José L.

doi:10.1080/87565649109540477

Cited by 80 publications

(49 citation statements)

References 24 publications

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“…Although some children with TBI escape apparent prefrontal injury, these themes help explain anecdotal reports from clinicians and teachers, as well as findings reported by Perrott, Taylor, and Montes (1991), whose interesting study of outcome following paediatric TBI used a sibling comparison group to control for environmental factors and genetic variability. Like other investigators, they found few noteworthy differences between the injury and control groups on formal neuropsychological measures, including no significant differences on language tests.…”

Section: Prefrontal Injury and Executive System Dysfunction In Childrenmentioning

confidence: 82%

Communication outcome in children and adolescents with traumatic brain injury

Ylvisaker

1993

Neuropsychological Rehabilitation

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Section: Prefrontal Injury and Executive System Dysfunction In Childrenmentioning

confidence: 82%

Communication outcome in children and adolescents with traumatic brain injury

Ylvisaker

1993

Neuropsychological Rehabilitation

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“…Less is known about other factors influencing cognitive outcome including family functioning (Perrot et al, 1991;Rivara et al, 1994;Wade et al, 1996;Yeates et al, 1997) and psychiatric disorders in the child and family members (Brown et al, 1981;Max et al, 1997a). If these latter factors significantly add to the prediction of cognitive outcome beyond that which is explained by severity of injury and socioeconomic status, this might have implications for cognitive rehabilitation after childhood TBI.…”

Section: Introductionmentioning

confidence: 91%

Cognitive outcome in children and adolescents following severe traumatic brain injury: Influence of psychosocial, psychiatric, and injury-related variables

Max

Roberts

Koele

et al. 1999

J Int Neuropsychol Soc

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Previous studies of childhood traumatic brain injury (TBI) have emphasized injury-related variables rather than psychiatric or psychosocial factors as correlates of cognitive outcomes. We addressed this concern by recruiting a consecutive series (N 5 24) of children age 5 through 14 years who suffered a severe TBI, a matched group who sustained a mild TBI, and a second matched group who sustained an orthopedic injury. Standardized intellectual, memory, psychiatric, family functioning, family psychiatric history, neurological, and neuroimaging assessments were conducted at an average of 2 years following injury. Severe TBI, when compared to mild TBI and orthopedic injury, was associated with significant decrements in intellectual and memory function. A principal components analysis of independent variables that showed significant ( p , .05) bivariate correlations with the outcome measures yielded a neuropsychiatric factor encompassing severity of TBI indices and postinjury psychiatric disorders and a psychosocial disadvantage factor. Both factors were independently and significantly related to intellectual and memory function outcome. Postinjury psychiatric disorders added significantly to severity indices and family functioning and family psychiatric history added significantly to socioeconomic status in explaining several specific cognitive outcomes. These results may help to define subgroups of children who will require more intensive services following their injuries. (JINS, 1999, 5, 58-68.)

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“…Winogron, Knights, and Bawden (1984) did not identify differences on the WRAT one year after injury in children and adolescents with mild, moderate, or severe TBI. Similarly, Perrott, Taylor, and Montes (1991) found that WRAT-R scores were similar in children with differing injury severity as well as in head-injured children and matched sibling controls an average of 41 months after the injury.…”

mentioning

confidence: 88%

“…Measures of reading accuracy, reading comprehension, and a story starter task were similar in children with head injuries and sibling controls (Perrott et al, 1991). Chadwick et al (1981) did not find severity group differences 2 years after injury on a task involving translating a passage from Swedish to English using a dictionary containing necessary words and phrases.…”

mentioning

confidence: 89%

“…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: 95%

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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

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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.

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Neuropsychological sequelae, familial stress, and environmental adaptation following pediatric head injury

Cited by 80 publications

References 24 publications

Communication outcome in children and adolescents with traumatic brain injury

Communication outcome in children and adolescents with traumatic brain injury

Cognitive outcome in children and adolescents following severe traumatic brain injury: Influence of psychosocial, psychiatric, and injury-related variables

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

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