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Neuropsychological Deficit and Academic Performance in Children and Adolescents Following Traumatic Brain Injury |
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| Authors: | Kinsella, Glynda Prior, Margot Sawyer, Michael Murtagh, Douglas Eisenmajer, Richard Anderson, Vicki Bryan, Doug Klug, Geoffrey |
| Affiliation: | La Trobe University Australia, La Trobe University and Royal Children's Hospital Melbourne, Australia, Adelaide Children's Hospital Australia, La Trobe University Australia , Royal Children's Hospital, Melbourne, Australia 2All correspondence should be sent to Glynda Kinsella, School of Psychology, La Trobe Uniersity, Bundoora, Victoria 3083, Australia. |
| Abstract: | Evaluated the utility of neuropsychological testing in predictingacademic outcome in children 1 year following traumatic braininjury (TBI). Fifty-one schoolage children who were admittedto hospital after TBI were assessed with a battery of neuropsychologicalmeasures at 3 months postinjury. Academic achievement was assessedat 3 and 12 months postinjury. The neuropsychological batteryincluded intelligence testing and measures of memory, learning,and speed of information processing. Academic outcome was assessedin terms of post-TBI changes in reading, spelling, and arithmetic;changes in teacher ratings of school performance; and changein school placement. According to logistic regression analysis,change in placement from regular to special education at 1-yearpost-TBI was predicted by injury severity and by neuropsychologicalperformance at 3 months post-TBI. Findings suggest that neuropsychologicaltesting is useful in identifying children with special educationalneeds subsequent to TBI. |
| Keywords: | traumatic brain injury neuropsychological testing neuropsychological deficit neuropsychological assessment special education follow-up academic performance. |
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