Hostname: page-component-8448b6f56d-cfpbc Total loading time: 0 Render date: 2024-04-16T11:08:15.930Z Has data issue: false hasContentIssue false
  • English
  • Français

Emotion Labeling and Socio-Emotional Outcomes 18 Months after Early Childhood Traumatic Brain Injury

Published online by Cambridge University Press:  19 September 2011

Sarah J. Tlustos ,
C.-Y. Peter Chiu ,
Nicolay Chertkoff Walz ,
H. Gerry Taylor ,
Keith Owen Yeates  and
Shari L. Wade
Sarah J. Tlustos
Affiliation:
Department of Psychology, University of Cincinnati, Cincinnati, Ohio
C.-Y. Peter Chiu
Affiliation:
Department of Psychology, University of Cincinnati, Cincinnati, Ohio Department of Communication Sciences and Disorders, University of Cincinnati, Cincinnati, Ohio
Nicolay Chertkoff Walz
Affiliation:
Division of Behavioral Medicine and Clinical Psychology, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio University of Cincinnati College of Medicine, Cincinnati, Ohio
H. Gerry Taylor
Affiliation:
Division of Developmental and Behavioral Pediatrics and Psychology, Department of Pediatrics, Case Western Reserve University, Cleveland, Ohio Rainbow Babies and Children's Hospital, University Hospitals Case Medical Center, Cleveland, Ohio
Keith Owen Yeates
Affiliation:
Division of Psychology, Department of Pediatrics, The Ohio State University Center for Biobehavioral Health, The Research Institute at Nationwide Children's Hospital, Columbus, Ohio
Shari L. Wade*
Affiliation:
University of Cincinnati College of Medicine, Cincinnati, Ohio Division of Physical Medicine and Rehabilitation, Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
*
Correspondence and reprint requests to: Shari L. Wade, Department of Rehabilitation, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue MLC 4009, Cincinnati, OH 45229-3039. E-mail: shari.wade@cchmc.org
Get access Rights & Permissions [Opens in a new window]

Abstract

A growing body of literature has documented evidence for emotion labeling (EL) deficits after traumatic brain injury (TBI); however, long-term effects of TBI on EL abilities, particularly among young children, are unclear. We investigated EL abilities and socio-emotional outcomes in 32 children with moderate–severe TBI, 23 with complicated-mild TBI, and 82 children with orthopedic injuries (OI), shortly after injury and at 18 months post-injury. All children were between 3:0 and 6:11 years of age at the time of injury. Repeated measures analyses indicated that all groups showed improved EL performance between acute and 18-month assessments, but that the moderate–severe TBI group improved at a slower rate than the OI group, so that the two groups showed significantly different performance at 18 months. Emotion labeling ability did not significantly contribute to the prediction of socio-emotional outcomes after controlling for pre-injury functioning. These results provide preliminary evidence of emerging EL deficits after early childhood TBI that are related to injury severity but that do not predict social and behavioral outcomes. (JINS, 2011, 17, 1132–1142)

Keywords

Head injuryEmotionLongitudinal studiesSocial adjustmentPediatricChronic brain injury
Type
Regular Articles
Information
Journal of the International Neuropsychological Society , Volume 17 , Issue 6 , November 2011 , pp. 1132 - 1142
Copyright
Copyright © The International Neuropsychological Society 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Achenbach, T.M., Rescorla, L.A. (2000). Manual for the ASEBA preschool form and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.Google Scholar
Achenbach, T.M., Rescorla, L.A. (2001). Manual for the ASEBA school-age form and profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families.Google Scholar
Adolphs, R. (2001). The neurobiology of social cognition. Current Opinion in Neurobiology, 11, 231–239.CrossRefGoogle ScholarPubMed
Anderson, V., Catroppa, C., Morse, S., Haritou, F., Rosenfeld, J. (2005). Functional plasticity or vulnerability after early brain injury? Pediatrics, 116(6), 1374–1382.CrossRefGoogle ScholarPubMed
Anderson, V.A., Catroppa, C., Dudgeon, P., Morse, S.A., Haritou, F., Rosenfeld, J.V. (2006). Understanding predictors of functional recovery and outcome 30 months following early childhood head injury. Neuropsychology, 20(1), 42–57.CrossRefGoogle ScholarPubMed
Anderson, V.A., Morse, S.A., Catroppa, C., Haritou, F., Rosenfeld, J.V. (2004). Thirty month outcome from early childhood head injury: A prospective analysis of neurobehavioral recovery. Brain, 127, 2608–2620.CrossRefGoogle Scholar
Beauchamp, M.H., Anderson, V. (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin, 136, 39–64. doi:10.1037/a0017768CrossRefGoogle ScholarPubMed
Bornhofen, C., McDonald, S. (2008). Emotion perception deficits following traumatic brain injury: A review of the evidence and rationale for intervention. Journal of the International Neuropsychological Society, 14, 511–525.CrossRefGoogle ScholarPubMed
Catroppa, C., Anderson, V.A., Morse, S.A., Haritou, F., Rosenfeld, J.V. (2008). Outcome and predictors of functional recovery five years following pediatric traumatic brain injury (TBI). Journal of Pediatric Psychology, 33(7), 707–718.CrossRefGoogle Scholar
Chapman, L.A., Wade, S.L., Walz, N.C., Taylor, H.G., Stancin, T., Yeates, K.O. (2010). Clinically significant behavior problems during the initial 18 months following early childhood traumatic brain injury. Rehabilitation Psychology, 55(1), 48–57.CrossRefGoogle ScholarPubMed
Chapman, S.B., McKinnon, L. (2000). Discussion of developmental plasticity: Factors affecting cognitive outcome after pediatric traumatic brain injury. Journal of Communication Disorders, 33, 333–344.CrossRefGoogle ScholarPubMed
Croker, V., McDonald, S. (2005). Recognition of emotion from facial expression following traumatic brain injury. Brain Injury, 19(10), 787–799.CrossRefGoogle ScholarPubMed
Crick, N.R., Dodge, K.A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67(3), 993–1002.CrossRefGoogle ScholarPubMed
Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256.CrossRefGoogle ScholarPubMed
Eisenberg, N., Valiente, C., Spinrad, T.L., Cumberland, A., Liew, J., Reiser, M., Losoya, S.H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology, 45, 988–1088.CrossRefGoogle ScholarPubMed
Elliott, C.D. (1990). Differential abilities scales: Administration and scoring manual. San Antonio, TX: The Psychological Corporation.Google Scholar
Frith, U., Frith, C. (2001). The biological basis of social interaction. Current Directions in Psychological Science, 10(5), 151–155.CrossRefGoogle Scholar
Ganesalingham, K., Sanson, A., Anderson, V., Yeates, K.O. (2006). Self-regulation and social and behavioral functioning following childhood traumatic brain injury. Journal of the International Neuropsychological Society, 12, 609–621.CrossRefGoogle Scholar
Gouick, J., Gentleman, D. (2004). The emotional and behavioral consequences of traumatic brain injury. Trauma, 6, 285–292.CrossRefGoogle Scholar
Green, R.E., Turner, G.R., Thompson, W.F. (2004). Deficits in emotion perception in adults with recent traumatic brain injury. Neuropsychologia, 42, 133–141.CrossRefGoogle ScholarPubMed
Hanten, G., Wilde, E.A., Menefee, D.S., Li, X., Lane, S., Vasquez, C., Levin, H.S. (2008). Correlates of social problem solving during the first year after traumatic brain injury in children. Neuropsychology, 22(3), 357–370.CrossRefGoogle ScholarPubMed
Harrison, P.L., Oakland, T. (2003). Adaptive behavior assessment system, second edition (ABAS-II): Manual. San Antonio, TX: The Psychological Corporation.Google Scholar
Herba, C., Phillips, M. (2004). Annotation: Development of facial expression recognition from childhood to adolescence: Behavioral and neurological perspectives. Journal of Child Psychology and Psychiatry, 45(7), 1185–1198.CrossRefGoogle ScholarPubMed
Ietswaart, M., Milders, M., Crawford, J.R., Currie, D., Scott, C.L. (2008). Longitudinal aspects of emotion recognition in patients with traumatic brain injury. Neuropsychologia, 46, 148–159.CrossRefGoogle ScholarPubMed
Janusz, J.A., Kirkwood, M.W., Yeates, K.O., Taylor, H.G. (2002). Social problem-solving skills in children with traumatic brain injury: Long-term outcomes and predictions of social competence. Child Neuropsychology, 8(3), 179–194.CrossRefGoogle ScholarPubMed
Kilts, C.D., Egan, G., Gideon, D.A., Ely, T.D., Hoffman, J.M. (2003). Dissociable neural pathways are involved in the recognition of emotion in static and dynamic facial expressions. Neuroimage, 18, 156–168.CrossRefGoogle ScholarPubMed
Leerkes, E.M., Paradise, M., O'Brien, M., Calkins, S.D., Lange, G. (2008). Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54, 102–124.CrossRefGoogle Scholar
Lemerise, E.A., Arsenio, W.F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71(1), 107–118.CrossRefGoogle ScholarPubMed
McKinlay, A., Kyonka, E., Grace, R., Horwood, L., Fergusson, D., MacFarlane, M. (2010). An investigation of the pre-injury risk factors associated with children who experience traumatic brain injury. Injury Prevention, 16(1), 31–35.CrossRefGoogle ScholarPubMed
Merrell, K.W. (2002). Preschool and kindergarten behavior scales, second edition (PKBS-2): Examiner's manual. Austin, TX: PRO-ED, Inc.Google Scholar
Merrell, K.W., Caldarella, P. (2002). Home and community social behavior scales (HCSBS): User's guide. Eugene, OR: Assessment-Intervention Resources.Google Scholar
Milders, M., Ietswaart, M., Crawford, J.R., Currie, D. (2008). Social behavior following traumatic brain injury and its association with emotion recognition, understanding of intentions, and cognitive flexibility. Journal of the International Neuropsychological Society, 14, 318–326.CrossRefGoogle ScholarPubMed
Nowicki, S. (2003). Manual for the receptive tests of the diagnostic analysis of nonverbal accuracy 2 (DANVA-2). Unpublished document.Google Scholar
Nowicki, S., Duke, M.P. (1994). Individual differences in the nonverbal communication of affect: The diagnostic analysis of nonverbal accuracy scale. Journal of Nonverbal Behavior, 18(1), 9–35.CrossRefGoogle Scholar
Saarni, C., Campos, J.J., Camras, L.A., Witherington, D. (2006). Emotional development: Action, communication, and understanding. In N. Eisenberg (Ed.), Handbook of Child Psychology Volume 3: Social, emotional, and personality development (pp. 226–299). Hoboken, NJ: Wiley.Google Scholar
Schmidt, A.T., Hanten, G.R., Li, X., Orsten, K.D., Levin, H.S. (2010). Emotion recognition following pediatric traumatic brain injury: Longitudinal analysis of emotional prosody and facial emotion recognition. Neuropsychologia, 48, 2869–2877.CrossRefGoogle ScholarPubMed
Spell, L.A., Frank, E. (2000). Recognition of nonverbal communication of affect following traumatic brain injury. Journal of Nonverbal Behavior, 24(4), 285–300.CrossRefGoogle Scholar
Teasdale, G., Jennett, B. (1974). Assessment of coma and impaired consciousness. The Lancet, 2, 81–83.CrossRefGoogle ScholarPubMed
Tonks, J., Slater, A., Frampton, I., Wall, S.E., Yates, P., Williams, W.H. (2008a). The development of emotion and empathy skills after childhood brain injury. Developmental Medicine and Child Neurology, 51, 8–16.CrossRefGoogle Scholar
Tonks, J., Williams, W.H., Frampton, I., Yates, P., Slater, A. (2007). Reading emotions after child brain injury: A comparison between children with brain injury and non-injured controls. Brain Injury, 21(7), 731–739.CrossRefGoogle ScholarPubMed
Tonks, J., Williams, W.H., Frampton, I., Yates, P., Wall, S.E., Slater, A. (2008b). Reading emotions after childhood brain injury: Case series evidence of dissociation between cognitive abilities and emotion expression processing skills. Brain Injury, 22(4), 325–332.CrossRefGoogle ScholarPubMed
Weatherington, C.E., Hooper, S.R. (2006). Preschool traumatic brain injury: A review for the early childhood special educator. Exceptionality, 14(3), 155–170.CrossRefGoogle Scholar
Wilde, E.A., Bigler, E.D., Haider, J.M., Zili, C., Levin, H.S., Li, X. (2006). Vulnerability of the anterior commissure in moderate to severe pediatric traumatic brain injury. Journal of Child Neurology, 21(9), 769–776.CrossRefGoogle ScholarPubMed
Wilde, E.A., Hunter, J.V., Newsome, M.R., Scheibel, R.S., Bigler, E.D., Johnson, J.L., Levin., (2005). Frontal and temporal morphometric findings on MRI in children after moderate to severe traumatic brain injury. Journal of Neurotrauma, 22(3), 333–344.CrossRefGoogle ScholarPubMed
Williams, D.H., Levin, H.S., Eisenberg, H.M. (1990). Mild head injury classification. Neurosurgery, 27(3), 422–428.CrossRefGoogle ScholarPubMed
Yeates, K.O., Bigler, E.D., Dennis, M., Gerhardt, C.A., Rubin, K.H., Stancin, T., Vannatta, K. (2007). Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin, 133(3), 535–556.CrossRefGoogle ScholarPubMed
Yeates, K.O., Swift, E., Taylor, G., Wade, S.L., Drotar, D., Stancin, T., Minich, N. (2004). Short- and long-term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society, 10, 412–426.CrossRefGoogle Scholar
Yeates, K.O., Taylor, H.G., Wade, S.L., Drotar, D., Stancin, T., Minich, N. (2002). A prospective study of short- and long-term neuropsychological outcomes after traumatic brain injury in children. Neuropsychology, 16(4), 514–523.CrossRefGoogle Scholar