Citation

Kinsella GJ, Prior M, Sawyer M, Ong B, Murtagh D, Eisenmajer R, Bryan D, Anderson V, Klug G. J. Int. Neuropsychol. Soc. 1997; 3(6): 608-616.

Affiliation

School of Psychology, La Trobe University, Australia.

Copyright

(Copyright © 1997, Cambridge University Press)

DOI

unavailable

PMID

9448374

Abstract

Within the context of a longitudinal study investigating outcome for children following traumatic brain injury, this paper reports on the utility of neuropsychological testing in predicting academic outcome in children 2 years following traumatic brain injury (TBI). Twenty-nine school-age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological and academic measures at 3 and 24 months postinjury. The neuropsychological battery included measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI change in school placement. According to logistic regression analysis, change in placement from regular to special education at 2 years post-TBI was predicted by injury severity and by neuropsychological performance at 3 months post-TBI. Findings suggest that neuropsychological testing is useful in identifying children with special educational needs subsequent to TBI.

Language: en