Hostname: page-component-7c8c6479df-r7xzm Total loading time: 0 Render date: 2024-03-28T14:40:37.478Z Has data issue: false hasContentIssue false

Behavioral and Cognitive Predictors of Educational Outcomes in Pediatric Traumatic Brain Injury

Published online by Cambridge University Press:  21 June 2013

Anne B. Arnett*
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado Department of Child Clinical Psychology, University of Denver, Denver, Colorado
Robin L. Peterson
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado Department of Child Clinical Psychology, University of Denver, Denver, Colorado
Michael W. Kirkwood
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado
H. Gerry Taylor
Affiliation:
Department of Pediatrics, Case Western Reserve University, Cleveland, Ohio Rainbow Babies and Children's Hospital, University Hospitals Case Medical Center, Cleveland, Ohio
Terry Stancin
Affiliation:
Department of Psychiatry, MetroHealth Medical Center and Case Western Reserve University, Cleveland, Ohio
Tanya M. Brown
Affiliation:
Department of Psychiatry and Psychology, Mayo Clinic, Rochester, Minnesota
Shari L. Wade
Affiliation:
Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio
*
Correspondence and reprint requests to: Anne B. Arnett, Children's Hospital Colorado Rehabilitation Medicine, 13123 E. 16th Avenue, B285, Aurora, Colorado 80045-7106. E-mail: arnett.anne@gmail.com

Abstract

Research reveals mixed results regarding the utility of standardized cognitive and academic tests to predict educational outcomes in youth following a traumatic brain injury (TBI). Yet, deficits in everyday school-based outcomes are prevalent after pediatric TBI. The current study used path modeling to test the hypothesis that parent ratings of adolescents’ daily behaviors associated with executive functioning (EF) would predict long-term functional educational outcomes following pediatric TBI, even when injury severity and patient demographics were included in the model. Furthermore, we contrasted the predictive strength of the EF behavioral ratings with that of a common measure of verbal memory. A total of 132 adolescents who were hospitalized for moderate to severe TBI were recruited to participate in a randomized clinical intervention trial. EF ratings and verbal memory were measured within 6 months of the injury; functional educational outcomes were measured 12 months later. EF ratings and verbal memory added to injury severity in predicting educational competence post injury but did not predict post-injury initiation of special education. The results demonstrated that measurement of EF behaviors is an important research and clinical tool for prediction of functional outcomes in pediatric TBI. (JINS, 2013, 19, 1–9)

Type
Research Articles
Copyright
Copyright © The International Neuropsychological Society 2013 

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. (2001). Child Behavior Checklist (CBCL 6-18). Burlington, VT: University Associates in Psychiatry.Google Scholar
Anderson, V., Catroppa, C., Morse, S., Haritou, F., Rosenfeld, J. (2000). Recovery of intellectual ability following traumatic brain injury in childhood: Impact of injury severity and age at injury. Pediatric Neurosurgery, 32(6), 282290.CrossRefGoogle ScholarPubMed
Babikian, T., Asarnow, R. (2009). Neurocognitive outcomes and recovery after pediatric TBI: Meta-analytic review of the literature. Neuropsychology, 23(3), 283296.CrossRefGoogle ScholarPubMed
Barrett, P. (2007). Structural equation modeling: Adjudging model fit. Personality and Individual Differences, 42, 815824.CrossRefGoogle Scholar
Biederman, J., Monuteaux, M.C., Doyle, A.E., Seidman, L.J., Wilens, T.E., Ferrero, F., Faraone, S.V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of consulting and clinical psychology, 72(5), 757766.CrossRefGoogle ScholarPubMed
Delis, D., Kramer, J., Kaplan, E., Ober, B. (1994). CVLT-C: California Verbal Learning Test--Children's Version. San Antonio, TX: Psychological Corporation.Google Scholar
Delis, D., Kramer, J., Kaplan, E., Ober, B. (2000). CVLT-II: California Verbal Learning Test--Second Edition. San Antonio, TX: Psychological Corporation.Google Scholar
Dennis, M., Guger, S., Roncadin, C., Barnes, M., Schachar, R. (2001). Attentional-inhibitory control and social-behavioral regulation after childhood closed head injury: Do biological, developmental, and recovery variables predict outcome? Journal of the International Neuropsychological Society, 7, 683692.CrossRefGoogle ScholarPubMed
Donders, J. (1994). Academic placement after traumatic brain injury. Journal of School Psychology, 32(1), 5365.CrossRefGoogle Scholar
Ewing-Cobbs, L., Barnes, M., Fletcher, J.M., Levin, H.S., Swank, P.R., Song, J. (2004). Modeling of longitudinal academic achievement scores after pediatric traumatic brain injury. Developmental Neuropsychology, 25(1–2), 107133.CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Fletcher, J.M., Levin, H.S., Iovino, I., Miner, M.E. (1998). Academic achievement and academic placement following traumatic brain injury in children and adolescents: A two-year longitudinal study. Journal of Clinical and Experimental Neuropsychology, 20(6), 769781.CrossRefGoogle ScholarPubMed
Ganesalingam, K., Yeates, K.O., Taylor, H.G., Walz, N.C., Stancin, T., Wade, S. (2011). Executive functions and social competence in young children 6 months following traumatic brain injury. Neuropsychology, 25(4), 466.CrossRefGoogle ScholarPubMed
Gioia, G., Isquith, P., Guy, S., Kenworthy, L. (2000). BRIEF - Behavior Rating Inventory of Executive Function, Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Goldstrohm, S.L., Arffa, S. (2005). Preschool children with mild to moderate traumatic brain injury: An exploration of immediate and post-acute morbidity. Archives of Clinical Neuropsychology, 20(6), 675695.CrossRefGoogle ScholarPubMed
Horneman, G., Emanuelson, I. (2009). Cognitive outcome in children and young adults who sustained severe and moderate traumatic brain injury 10 years earlier. Brain Injury, 23(11), 907914.CrossRefGoogle Scholar
Johnson, C.P., Juranek, J., Kramer, L.A., Prasad, M.R., Swank, P.R., Ewing-Cobbs, L. (2011). Predicting behavioral deficits in pediatric traumatic brain injury through uncinate fasciculus integrity. Journal of the International Neuropsychological Society, 17, 663673.CrossRefGoogle ScholarPubMed
Kinsella, G.J., Prior, M., Sawyer, M., Ong, B., Murtagh, D., Eisenmajer, R., Klug, G. (1997). Predictors and indicators of academic outcome in children 2 years following traumatic brain injury. Journal of the International Neuropsychological Society, 3(06), 608616.CrossRefGoogle ScholarPubMed
Kline, R.B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.Google Scholar
Levin, H., Hanten, G. (2005). Executive functions after traumatic brain injury in children. Pediatric Neurology, 33, 7993.CrossRefGoogle ScholarPubMed
Mahone, E.M., Zabel, T.A., Levey, E., Verda, M., Kinsman, S. (2002). Parent and self-report ratings of executive function in adolescents with myelomeningocele and hydrocephalus. Child Neuropsychology, 8(4), 258270.CrossRefGoogle ScholarPubMed
Mangeot, S., Armstrong, K., Colvin, A.N., Yeates, K.O., Taylor, G.H. (2002). Long-term executive function deficits in children with traumatic brain injuries: Assessment using the behavior rating inventory of executive function (BRIEF). Child Neuropsychology, 8(4), 271284.CrossRefGoogle ScholarPubMed
Methuen, L., Methuen, B. (1998–2004), Mplus User's Guide (3rd ed.). Los Angeles: Methuen & Methuen.Google Scholar
Miller, L.J., Donders, J. (2003). Prediction of educational outcome after pediatric traumatic brain injury. Rehabilitation Psychology 48(4), 237241.CrossRefGoogle Scholar
Moos, R.H., Moos, B.S. (1994). Life stressors and social resources inventory. Lutz, FL: Psychological Assessment Resources.Google Scholar
Muscara, F., Catroppa, C., Anderson, V. (2008). Social problem-solving skills as a mediator between executive function and long-term social outcome following paediatric traumatic brain injury. Journal of Neuropsychology, 2, 445461.CrossRefGoogle ScholarPubMed
Perrott, S., Taylor, G., Montes, J. (1991). Neuropsychological sequelae, familial stress, and environmental adaptation following pediatric head injury. Developmental Neuropsychology, 7, 6986.CrossRefGoogle Scholar
Rassovsky, Y., Satz, P., Alfano, M.S., Light, R.K., Zaucha, K., McArthur, D.L., Hovda, D. (2006). Functional outcome in TBI I: Neuropsychological, emotional, and behavioral mediators. Journal of Clinical and Experimental Neuropsychology, 28(4), 567580.CrossRefGoogle ScholarPubMed
Reynolds, C.R., Kamphaus, R.W. (1998). Behavior assessment system for children, self-report version. Circle Pines, MN: American Guidance Services.Google Scholar
Ryu, W.H., Cullen, N.K., Bayley, M.T. (2010). Early neuropsychological tests as correlates of productivity 1 year after traumatic brain injury: A preliminary matched case-control study. International Journal of Rehabilitation Research, 33, 8487.CrossRefGoogle ScholarPubMed
Savage, R.C., DePompei, R., Tyler, J., Lash, M. (2005). Paediatric traumatic brain injury: A review of pertinent issues. Pediatric Rehabilitation, 8(2), 92103.CrossRefGoogle ScholarPubMed
Schwartz, L., Taylor, H.G., Drotar, D., Yeates, K.O., Wade, S.L., Stancin, T. (2003). Long-term behavior problems following pediatric traumatic brain injury: Prevalence, predictors, and correlates. Journal of Pediatric Psychology, 28(4), 251263.CrossRefGoogle ScholarPubMed
Taylor, H.G., Alden, J. (1997). Age-related differences in outcomes following childhood brain insults: An introduction and overview. Journal of the International Neuropsychological Society, 3(06), 555567.CrossRefGoogle ScholarPubMed
Taylor, H.G., Swartwout, M.D., Yeates, K.O., Walz, N.C., Stancin, T., Wade, S.L. (2008). Traumatic brain injury in young children: Postacute effects on cognitive and school readiness skills. Journal of the International Neuropsychological Society, 14, 734745.CrossRefGoogle ScholarPubMed
Taylor, H.G., Yeates, K.O., Wade, S.L., Drotar, D., Stancin, T., Minich, N. (2002). A prospective study of short- and long-term outcomes after traumatic brain injury in children: Behavior and achievement. Neuropsychology, 16(1), 1527.CrossRefGoogle Scholar
Toplak, M.E., West, R.F., Stanovich, K.E. (2013). Do performance-based measures and ratings of executive function assess the same construct? Journal of Child Psychology and Psychiatry, 54(2), 131143.CrossRefGoogle ScholarPubMed
Wade, S.L., Stancin, T., Kirkwood, M., Brown, T.M., McMullen, K.M., Taylor, H.G. (2013). Counselor-Assisted Problem Solving (CAPS) improves behavioral outcomes in older adolescents with complicated mild to severe TBI. The Journal of Head Trauma Rehabilitation, [Epub ahead of print].Google Scholar
Wade, S.L., Walz, N.C., Carey, J., Williams, K.M., Cass, J., Herren, L., Yeates, K.O. (2010). A randomized trial of teen online problem solving for improving executive function deficits following pediatric traumatic brain injury. The Journal of Head Trauma Rehabilitation, 25(6), 409415.CrossRefGoogle ScholarPubMed
Yeates, K.O., Armstrong, K., Janusz, J., Taylor, H.G., Wade, S., Stancin, T., Drotar, D. (2005). Long-term attention problems in children with traumatic brain injury. Journal of the American Academy of Child & Adolescent Psychiatry, 44(6), 574584.CrossRefGoogle ScholarPubMed