Predictors and indicators of academic outcome in children 2 years following traumatic brain injury.
Date
1997
Authors
Kinsella, G.
Prior, M.
Sawyer, M.
Ong, B.
Murtagh, D.
Eisenmajer, R.
Bryan, D.
Anderson, V.
Klug, G.
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Journal article
Citation
Journal of the International Neuropsychological Society, 1997; 3(6):608-616
Statement of Responsibility
Glynda J. Kinsella, Margot Prior, Michael Sawyer , Ben Ong, Douglas Murtagh, Richard Eisenmajer, Douglas Bryan, Vicki Anderson and Geoffrey Klug
Conference Name
Abstract
Within the context of a longitudinal study investigating outcome for children following traumatic brain injury, this paper reports on the utility of neuropsychological testing in predicting academic outcome in children 2 years following traumatic brain injury (TBI). Twenty-nine school-age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological and academic measures at 3 and 24 months postinjury. The neuropsychological battery included measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI change in school placement. According to logistic regression analysis, change in placement from regular to special education at 2 years 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.
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© 1997 INS.