@article{ref1,
title="Neuropsychological deficit and academic performance in children and adolescents following traumatic brain injury",
journal="Journal of pediatric psychology",
year="1995",
author="Kinsella, G. and Prior, M. and Sawyer, M. and Murtagh, D. and Eisenmajer, R. and Anderson, Vicki and Bryan, D. and Klug, G.",
volume="20",
number="6",
pages="753-767",
abstract="Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one school age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological measures at 3 months postinjury. Academic achievement was assessed at 3 and 12 months postinjury. The neuropsychological battery included intelligence testing and measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI changes in reading, spelling, and arithmetic; changes in teacher ratings of school performance; and change in school placement. According to logistic regression analysis, change in placement from regular to special education at 1-year 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.<p /><p>Language: en</p>",
language="en",
issn="0146-8693",
doi="",
url="http://dx.doi.org/"
}