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Predictors and indicators of academic outcome in children 2 years following traumatic brain injury

  • GLYNDA J. KINSELLA (a1), MARGOT PRIOR (a2), MICHAEL SAWYER (a3), BEN ONG (a1), DOUGLAS MURTAGH (a1), RICHARD EISENMAJER (a1), DOUGLAS BRYAN (a2), VICKI ANDERSON (a4) and GEOFFREY KLUG (a2)...

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. (JINS, 1997, 3, 608–616.)

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