Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury

Author(s): Prior, M., Sawyer, M., Murtagh, D., Eisenmajer, R., Anderson, V., Bryan, D., Klug, G.

Journal/Book: J Pediat Psychol. 1995; 20: 233 Spring St, New York, NY 10013. Plenum Publ Corp. 753-767.

Abstract: Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one schoolage children who were admitted to hospital after TBI were assessed with a battery of neuropsychological measures at 3 months postinjury, Academic achievement was assessed at 3 and 12 months postinjury, The neuropsychological battery included intelligence resting and measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI changes in reading, spelling, and arithmetic; changes in teacher ratings of school performance; and change in school placement. According to logistic regression analysis, change in placement from regular to special education at 1-year post-TBI was predicted by injury severity and by neuropsychological performance cat 3 months post-TBI. Findings suggest that neuropsychological resting is useful in identifying children with special educational needs subsequent to TBI.

Note: Article G Kinsella, La Trobe Univ, Dept Psychol, Bundoora, Vic 3083, Australia

Keyword(s): traumatic brain injury; neuropsychological testing; neuropsychological deficit; neuropsychological assessment; special education; follow-up; academic performance; CLOSED-HEAD-INJURY; SEQUELAE; MEMORY; SEVERITY; RECOVERY; COMA

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