Predictors and indicators of academic outcome in children 2 years following traumatic brain injury

J Int Neuropsychol Soc. 1997 Nov;3(6):608-16.


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.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adolescent
  • Brain Injuries / complications*
  • Chi-Square Distribution
  • Child
  • Cognition Disorders / diagnosis*
  • Cognition Disorders / etiology
  • Education, Special*
  • Female
  • Follow-Up Studies
  • Forecasting
  • Glasgow Coma Scale
  • Humans
  • Logistic Models
  • Male
  • Neuropsychological Tests / standards*
  • Prognosis