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

• Published in: Journal of pediatric psychology Vol. 20; no. 6; p. 753
• Main Authors: Kinsella, G, Prior, M, Sawyer, M, Murtagh, D, Eisenmajer, R, Anderson, V, Bryan, D, Klug, G
• Format: Journal Article
• Language: English
• Published: United States 01.12.1995
• Subjects: Achievement; Adolescent; Brain Injuries - complications; Brain Injuries - diagnosis; Child; Cognition Disorders - diagnosis; Cognition Disorders - etiology; Educational Measurement; Female; Glasgow Coma Scale; Humans; Male; Wechsler Scales
• ISSN: 0146-8693
• DOI: 10.1093/jpepsy/20.6.753

Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one school age 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 testing 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 at 3 months post-TBI. Findings suggest that neuropsychological testing is useful in identifying children with special educational needs subsequent to TBI.