Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

ABSTRACT:

Objective

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance.

Method

Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes we

SUBMITTER: Treble-Barna A 

PROVIDER: S-EPMC5502733 | biostudies-literature | 2017 Jul

REPOSITORIES: biostudies-literature