Introduction

Permanent disability can often result from childhood traumatic brain injury (TBI) (Adelson et al., 2003; Goldstein & Levin, 1987; Jennett, 1996; Kraus, 1987; 1995; Mazurek, 1994). There is increasing evidence that the young child's brain may be particularly vulnerable to early trauma due to: (i) physiological factors – the child's neck control is poor and the head is proportionally large, leading to greater diffuse injury and interruption to cerebral development (Hudspeth & Pribram, 1990); and (ii) developmental factors – children possess few well-consolidated and established skills and so future acquisition of these skills may be compromised (Dennis, 1989).

It is therefore not surprising that cognitive abilities may be compromised following brain injury at a critical developmental stage. A number of studies have identified impairments in cognitive areas that affect the individual's successful functioning in everyday life: (i) attention; (ii) memory; (iii) executive functioning and; (iv) social functioning, which impinge on educational progress, adaptive skills, and quality of life (Anderson & Catroppa, 2005; Anderson et al., 2005b; Carney & Gerring, 1990; Catroppa & Anderson, 2002; 2005; Chadwick et al., 1981; Chevignard et al., 2000; Cooley & Morris, 1990; Dennis et al., 1995; Donders, 1993; Ganesalingam et al., 2007; Hawley, 2003; 2004; Hawley et al., 2004; Kinsella et al., 1995; 1997; Levin et al., 1982; Nelson & Kelly, 2002; Savage et al., 2005; Yeates et al., 2004; Ylvisaker et al., 2005).