Executive functions in acquired brain injury

doi:10.1017/CBO9780511977954.019

Chapter 16 - Executive functions in acquired brain injury

from Section II - Executive Dysfunction in the Neurodevelopmental and Acquired Disorders

Published online by Cambridge University Press: 05 October 2012

Cynthia Salorio

Edited by

Scott J. Hunter and

Elizabeth P. Sparrow

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Scott J. Hunter: Affiliation:
University of Chicago
Elizabeth P. Sparrow: Affiliation:
Sparrow Neuropsychology

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Summary

Acquired brain injury (ABI) in children and adolescents can have many causes, including trauma, CNS infections like HIV (see Chapter 13), non-infectious disorders (epilepsy – see Chapter 11, hypoxia/ischemia, genetic/metabolic disorders – see Chapter 7), tumors (see Chapter 12), and stroke or other vascular abnormalities. Identifying prognostic factors after brain injury is vital, in order to optimize interventions and provide appropriate education to family or caregivers for future planning. In children, early prediction of outcomes is critical, because targeted interventions must focus on assisting the child in re-gaining lost skills, and also promoting ongoing development. Predictors of outcome may differ depending on age, making generalization of adult findings to children difficult.

EF is commonly impacted after ABI, and researchers have identified multiple factors associated with better or worse EF, including variables related to the mechanism of injury, post-injury factors, and pre-injury or demographic factors. Many of the etiologies of ABI are covered in other chapters; as such, this chapter will focus on EF after traumatic, anoxic/hypoxic, and vascular causes of ABI.

Traumatic brain injury

While there are many causes of ABI in children, traumatic brain injury (TBI) is by far the most common. More than 450,000 children under the age of 14 years are admitted to the emergency department each year for TBI. As a result, the largest body of research examining EF after ABI in children focuses on TBI.

Type: Chapter
Information: Executive Function and Dysfunction
Identification, Assessment and Treatment
, pp. 198 - 208

DOI: https://doi.org/10.1017/CBO9780511977954.019 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2012

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