The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

ABSTRACT:

Objective

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood.

Method

Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and the

SUBMITTER: Durber CM 

PROVIDER: S-EPMC5515241 | biostudies-literature | 2017 Jul

REPOSITORIES: biostudies-literature