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https://hdl.handle.net/2440/6513
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Type: | Journal article |
Title: | Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury |
Author: | Kinsella, G. Prior, M. Sawyer, M. Murtagh, D. Eisenmajer, R. Anderson, V. Bryan, D. Klug, G. |
Citation: | Journal of Pediatric Psychology, 1995; 20(6):753-767 |
Publisher: | Blackwell Science |
Issue Date: | 1995 |
ISSN: | 0146-8693 1465-735X |
Abstract: | Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one schoolage children who were admitted to hospital after TBI were assessed with a battery of neuropsychological measures at 3 months postinjury. Academic achievement was assessed at 3 and 12 months postinjury. The neuropsychological battery included intelligence testing and measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI changes in reading, spelling, and arithmetic; changes in teacher ratings of school performance; and change in school placement. According to logistic regression analysis, change in placement from regular to special education at 1-year 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. |
Keywords: | traumatic brain injury neuropsychological testing neuropsychological deficit neuropsychological assessment special education follow-up academic performance. |
Rights: | © 1995 Society of Pediatric Psychology |
DOI: | 10.1093/jpepsy/20.6.753 |
Published version: | http://jpepsy.oxfordjournals.org/cgi/content/abstract/20/6/753 |
Appears in Collections: | Aurora harvest 5 Psychiatry publications |
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