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Type: Journal article
Title: Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury
Author: Kinsella, G.
Prior, M.
Sawyer, M.
Murtagh, D.
Eisenmajer, R.
Anderson, V.
Bryan, D.
Klug, G.
Citation: Journal of Pediatric Psychology, 1995; 20(6):753-767
Publisher: Blackwell Science
Issue Date: 1995
ISSN: 0146-8693
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 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.
Keywords: traumatic brain injury
neuropsychological testing
neuropsychological deficit
neuropsychological assessment
special education
academic performance.
Rights: © 1995 Society of Pediatric Psychology
DOI: 10.1093/jpepsy/20.6.753
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Psychiatry publications

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