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Behavioral and Cognitive Predictors of Educational Outcomes in Pediatric Traumatic Brain Injury

Published online by Cambridge University Press:  21 June 2013

Anne B. Arnett ,
Robin L. Peterson ,
Michael W. Kirkwood ,
H. Gerry Taylor ,
Terry Stancin ,
Tanya M. Brown  and
Shari L. Wade
Anne B. Arnett*
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado Department of Child Clinical Psychology, University of Denver, Denver, Colorado
Robin L. Peterson
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado Department of Child Clinical Psychology, University of Denver, Denver, Colorado
Michael W. Kirkwood
Affiliation:
Department of Physical Medicine & Rehabilitation, Children's Hospital Colorado and University of Colorado Denver School of Medicine, Aurora, Colorado
H. Gerry Taylor
Affiliation:
Department of Pediatrics, Case Western Reserve University, Cleveland, Ohio Rainbow Babies and Children's Hospital, University Hospitals Case Medical Center, Cleveland, Ohio
Terry Stancin
Affiliation:
Department of Psychiatry, MetroHealth Medical Center and Case Western Reserve University, Cleveland, Ohio
Tanya M. Brown
Affiliation:
Department of Psychiatry and Psychology, Mayo Clinic, Rochester, Minnesota
Shari L. Wade
Affiliation:
Department of Pediatrics, Cincinnati Children's Hospital Medical Center and University of Cincinnati College of Medicine, Cincinnati, Ohio
*
Correspondence and reprint requests to: Anne B. Arnett, Children's Hospital Colorado Rehabilitation Medicine, 13123 E. 16th Avenue, B285, Aurora, Colorado 80045-7106. E-mail: [email protected]
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Abstract

Research reveals mixed results regarding the utility of standardized cognitive and academic tests to predict educational outcomes in youth following a traumatic brain injury (TBI). Yet, deficits in everyday school-based outcomes are prevalent after pediatric TBI. The current study used path modeling to test the hypothesis that parent ratings of adolescents’ daily behaviors associated with executive functioning (EF) would predict long-term functional educational outcomes following pediatric TBI, even when injury severity and patient demographics were included in the model. Furthermore, we contrasted the predictive strength of the EF behavioral ratings with that of a common measure of verbal memory. A total of 132 adolescents who were hospitalized for moderate to severe TBI were recruited to participate in a randomized clinical intervention trial. EF ratings and verbal memory were measured within 6 months of the injury; functional educational outcomes were measured 12 months later. EF ratings and verbal memory added to injury severity in predicting educational competence post injury but did not predict post-injury initiation of special education. The results demonstrated that measurement of EF behaviors is an important research and clinical tool for prediction of functional outcomes in pediatric TBI. (JINS, 2013, 19, 1–9)

Keywords

Executive functionNeuropsychologyAdolescentLanguageSpecial educationBrain concussion
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 19 , Issue 8 , September 2013 , pp. 881 - 889
Copyright
Copyright © The International Neuropsychological Society 2013 

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