Hostname: page-component-76fb5796d-25wd4 Total loading time: 0 Render date: 2024-04-26T15:18:47.715Z Has data issue: false hasContentIssue false
  • English
  • Français

Discrepancies between the California Verbal Learning Test: Children's version and the Children's Category Test after pediatric traumatic brain injury

Published online by Cambridge University Press:  01 July 2005

JACOBUS DONDERS  and
ADAM GIROUX
JACOBUS DONDERS
Affiliation:
Mary Free Bed Rehabilitation Hospital, Grand Rapids, Michigan
ADAM GIROUX
Affiliation:
Hope College, Holland, Michigan
Get access Rights & Permissions [Opens in a new window]

Abstract

One hundred 9–16-year-old children with traumatic brain injury (TBI) completed the California Verbal Learning Test–Children's Version (CVLT–C) and the Children's Category Test (CCT) within 1 year after injury. Performance contrasts between these two instruments that were unusually large (> 16 T score points) were about as common in this clinical sample as in the standardization sample of both instruments. However, relatively poor performance on the CVLT–C as compared to the CCT was associated with prolonged coma and lower scores on the Processing Speed index of the Wechsler Intelligence Scale for Children–Third Edition. It is concluded that a relative weakness on the CVLT–C is more likely to reflect cerebral compromise after pediatric TBI than is a relative weakness on the CCT. (JINS, 2005, 11, 386–391.)

Keywords

ChildrenTBILearningProblem solving
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 11 , Issue 4 , July 2005 , pp. 386 - 391
Copyright
© 2005 The International Neuropsychological Society

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

REFERENCES

Boll, T. (1993). Children's Category Test. San Antonio, TX: Psychological Corporation.
Brookshire, B., Levin, H.S., Song, J.X., & Zhang, L. (2004). Components of executive function in typically developing and head-injured children. Developmental Neuropsychology, 25, 61–83.Google Scholar
Catroppa, C. & Anderson, V. (2002). Recovery in memory function in the first year following TBI in children. Brain Injury, 16, 369–384.Google Scholar
Catroppa, C. & Anderson, V. (2003). Children's attentional skills 2 years post-traumatic brain injury. Developmental Neuropsychology, 23, 359–373.Google Scholar
Delis, D.C., Kramer, J.H., Kaplan, E., & Ober, B.A. (1994). California Verbal Learning Test–Children's Version. San Antonio, TX: Psychological Corporation.
Donders, J. (1998). Performance discrepancies between the Children's Category Test (CCT) and the California Verbal Learning Test–Children's Version (CVLT–C) in the standardization sample. Journal of the International Neuropsychological Society, 4, 242–246.Google Scholar
Donders, J. & Kuldanek, A. (1998). Traumatic brain injury. In R.T. Ammerman & J.V. Campo (Eds.), Handbook of pediatric psychology and psychiatry, Vol. 2 (pp. 155–190). Needham Heights, Massachusetts: Allyn & Bacon.
Donders, J. & Nesbit-Greene, K. (2004). Predictors of neuropsychological test performance after pediatric traumatic brain injury. Assessment, 11, 275–284.Google Scholar
Donders, J. & Warschausky, S. (1997). WISC–III factor index score patterns after traumatic head injury in children. Child Neuropsychology, 3, 71–78.Google Scholar
Harrell, F.E., Jr. (2001). Regression modeling strategies. New York: Springer.
Hoffman, N., Donders, J., & Thompson, E.J. (2000). Novel learning abilities after traumatic brain injury in children. Archives of Clinical Neuropsychology, 15, 47–58.Google Scholar
Kramer, J.H., Delis, D.C., Kaplan, E., O'Donnell, L., & Prifitera, A. (1997). Developmental sex differences in verbal learning. Neuropsychology, 11, 577–584.Google Scholar
Levin, H.S., Song, J., Scheibel, R.S., Fletcher, J.M., Harvard, H.N., & Chapman, S.B. (2000). Dissociation of frequency and recency processing from list recall after severe closed head injury in children and adolescents. Journal of Clinical and Experimental Neuropsychology, 22, 1–15.Google Scholar
Lowther, J.L. & Mayfield, J. (2004). Memory function in children with traumatic brain injuries: A TOMAL validity study. Archives of Clinical Neuropsychology, 19, 105–118.Google Scholar
Mangeot, S., Armstrong, K., Colvin, A.N., Yeates, K.O., & Taylor, H.G. (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, 271–284.Google Scholar
Miller, L.J. & Donders, J. (2003). Prediction of educational outcome after pediatric traumatic brain injury. Rehabilitation Psychology, 48, 237–241.Google Scholar
Millis, S.R. (2003). Statistical practices: The seven deadly sins. Child Neuropsychology, 9, 221–233.Google Scholar
Nesbit-Greene, K. & Donders, J. (2002). Latent structure of the Children's Category Test after pediatric traumatic head injury. Journal of Clinical and Experimental Neuropsychology, 24, 194–199.Google Scholar
Roman, M.J., Delis, D.C., Willerman, L., Magulac, M., Demadura, T.L., De la Pena, J.J., Loftis, C., Walsh, J., & Kracun, M. (1998). Impact of pediatric traumatic brain injury on components of verbal memory. Journal of Clinical and Experimental Neuropsychology, 20, 245–258.Google Scholar
Schinka, J.A., Vanderploeg, R.D., & Greblo, P. (1998). Frequency of WISC–III and WAIS–R pairwise subtest differences. Psychological Assessment, 10, 171–175.Google Scholar
Shum, D. & Griffith, U. (2000). Performance of children with traumatic brain injury on a 4-disk version of the Tower of London and the Porteus Mazes. Brain and Cognition, 44, 59–62.Google Scholar
Silver, C.H. (2000). Ecological validity of neuropsychological assessment in childhood traumatic brain injury. Journal of Head Trauma Rehabilitation, 15, 973–988.Google Scholar
Slomine, B.S., Gerring, J.P., Grados, M.A., Vasa, R., Brady, K.D., Christensen, J.R., & Denckla, M.B. (2002). Performance on measures of ‘executive function’ following pediatric traumatic brain injury. Brain Injury, 16, 759–772.Google Scholar
Tremont, G., Mittenberg, W., & Miller, L.J. (1999). Acute intellectual effects of pediatric head trauma. Child Neuropsychology, 5, 104–114.Google Scholar
Wechsler, D. (1991). Wechsler Intelligence Scale for Children–Third Edition. San Antonio, TX: Psychological Corporation.
Yeates, K.O. (2000). Closed-head injury. In K.O. Yeates, M.D. Ris, & H.G. Taylor (Eds.), Pediatric neuropsychology: Research, theory, and practice (pp. 92–116). New York: Guilford.
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, 514–523.Google Scholar