Hostname: page-component-76fb5796d-9pm4c Total loading time: 0 Render date: 2024-04-29T01:09:07.646Z Has data issue: false hasContentIssue false
  • English
  • Français

Early Brain Injury and Adaptive Functioning in Middle Childhood: The Mediating Role of Pragmatic Language

Published online by Cambridge University Press:  27 April 2020

Cassandra L. Hendrix ,
Tricia Z. King Open the ORCID record for Tricia Z. King [Opens in a new window] ,
Justin Wise  and
Juliet Haarbauer-Krupa
Cassandra L. Hendrix
Affiliation:
Psychology Department, Emory University, Atlanta, GA, USA
Tricia Z. King*
Affiliation:
Psychology Department and the Neuroscience Institute, Georgia State University, Atlanta, GA, USA
Justin Wise
Affiliation:
Psychology Department, Oglethorpe University, Atlanta, GA, USA
Juliet Haarbauer-Krupa
Affiliation:
Department of Pediatrics, Emory University School of Medicine, Atlanta, GA, USA
*
*Correspondence and reprint requests to: Tricia Z. King, Ph.D., Department of Psychology, Georgia State University, 140 Decatur Street, Urban Life Building Suite 1150, Atlanta, GA30303. E-mail: tzking@gsu.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective:

Traumatic brain injuries (TBIs) often adversely affect adaptive functioning (AF). However, the cognitive mechanisms by which AF is disrupted are not well understood in young children who sustain TBI. This study examined pragmatic language (PL) and executive functioning (EF) as potential mechanisms for AF disruption in children with early, predominantly mild-complicated, TBI.

Method:

The sample consisted of 76 children between the ages of 6 and 10 years old who sustained a TBI (n = 36) or orthopedic injury (OI; n = 40) before 6 years of age and at least 1 year prior to testing (M = 4.86 years, SD = 1.59). Children’s performance on a PL and an expressive vocabulary task (which served as a control task), and parent report of child’s EF and AF were examined at two time points 1 year apart (i.e., at age 8 and at age 9 years).

Results:

Injury type (TBI vs. OI) significantly predicted child’s social and conceptual, but not practical, AF. Results indicated that PL, and not expressive vocabulary or EF at time 1, mediated the relationship between injury type and both social and conceptual AF at time 2.

Conclusions:

A TBI during early childhood appears to subtly, but uniquely, disrupt complex language skills (i.e., PL), which in turn may disrupt subsequent social and conceptual AF in middle childhood. Additional longitudinal research that examines different aspects of PL and adaptive outcomes into adolescence is warranted.

Keywords

Traumatic brain injuriesAdaptive behaviorCommunicationLanguageChild development
Type
Regular Research
Information
Journal of the International Neuropsychological Society , Volume 26 , Issue 9 , October 2020 , pp. 835 - 850
Copyright
Copyright © INS. Published by Cambridge University Press, 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., … Law, J. (2012). The Social Communication Intervention Project: a randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233–244. https://doi.org/10.1111/j.1460-6984.2011.00146.xCrossRefGoogle ScholarPubMed
Adeyemo, B.O., Biederman, J., Zafonte, R., Kagan, E., Spencer, T.J., Uchida, M., … Faraone, S.V. (2014). Mild traumatic brain injury and ADHD: a systematic review of the literature and meta-analysis. Journal of Attention Disorders, 18(7), 576–584. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/25047040 10.1177/1087054714543371CrossRefGoogle ScholarPubMed
Allene, C., Picardo, M.A., Becq, H., Miyoshi, G., Fishell, G., & Cossart, R. (2012). Dynamic changes in interneuron morphophysiological properties mark the maturation of hippocampal network activity. Journal of Neuroscience, 32(19).10.1523/JNEUROSCI.0081-12.2012CrossRefGoogle ScholarPubMed
Anderson, V., Beauchamp, M.H., Yeates, K.O., Crossley, L., Ryan, N., Hearps, S.J.C., & Catroppa, C. (2017). Social competence at two years after childhood traumatic brain injury. Journal of Neurotrauma, 34(14), 2261–2271. https://doi.org/10.1089/neu.2016.4692CrossRefGoogle ScholarPubMed
Anderson, V., Catroppa, C., Morse, S., Haritou, F., & Rosenfeld, J. (2005). Functional plasticity or vulnerability after early brain injury? Pediatrics, 116(6), 1374–1382. https://doi.org/10.1542/peds.2004-1728CrossRefGoogle ScholarPubMed
Anderson, V., Godfrey, C., Rosenfeld, J.V., & Catroppa, C. (2012). Predictors of cognitive function and recovery 10 years after traumatic brain injury in young children. Pediatrics, 129(2), e254–e261. https://doi.org/10.1542/peds.2011-0311CrossRefGoogle ScholarPubMed
Anderson, V., Jacobs, R., Spencer-Smith, M., Coleman, L., Anderson, P., Williams, J., … Leventer, R. (2010). Does early age at brain insult predict worse outcome? Neuropsychological implications. Journal of Pediatric Psychology, 35(7), 716–727. https://doi.org/10.1093/jpepsy/jsp100CrossRefGoogle ScholarPubMed
Anderson, V., Northam, E., & Wrennall, J. (2019). Developmental Neuropsychology: A Clinical Approach (2nd ed.). New York, NY: Routledge.Google Scholar
Babikian, T. & Asarnow, R. (2009). Neurocognitive outcomes and recovery after pediatric TBI: Meta-analytic review of the literature. Neuropsychology, 23(3), 283–296. https://doi.org/10.1037/a0015268CrossRefGoogle ScholarPubMed
Babikian, T., Mcarthur, D., & Asarnow, R.F. (2012). Predictors of 1-month and 1-year neurocognitive functioning from the UCLA Longitudinal Mild, Uncomplicated, Pediatric Traumatic Brain Injury Study. Journal of the International Neuropsychological Society, 18, 1–10. https://doi.org/10.1017/S135561771200104XGoogle Scholar
Baxendale, J., Lockton, E., Adams, C., & Gaile, J. (2013). Parent and teacher perceptions of participation and outcomes in an intensive communication intervention for children with pragmatic language impairment. International Journal of Language & Communication Disorders, 48(1), 41–53. https://doi.org/10.1111/j.1460-6984.2012.00202.xCrossRefGoogle Scholar
Bazarian, J.J., Veazie, P., Mookerjee, S., & Lerner, E.B. (2006). Accuracy of mild traumatic brain injury case ascertainment using ICD-9 codes. Academic Emergency Medicine, 13(1), 31–38. https://doi.org/10.1197/j.aem.2005.07.038CrossRefGoogle ScholarPubMed
Beauchamp, M.H. & Anderson, V. (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin, 136(1), 39–64. https://doi.org/10.1037/a0017768CrossRefGoogle ScholarPubMed
Benjamini, Y. & Hochberg, Y. (1995). Controlling the False Discovery Rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society: Series B (Methodological), 57(1), 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.xGoogle Scholar
Best, J.R., Miller, P.H., & Jones, L.L. (2009). Executive functions after age 5: Changes and correlates. Developmental Review : DR, 29(3), 180–200. https://doi.org/10.1016/j.dr.2009.05.002CrossRefGoogle ScholarPubMed
Bonifazi, P., Goldin, M., Picardo, M.A., Jorquera, I., Cattani, A., Bianconi, G., … Cossart, R. (2009). GABAergic hub neurons orchestrate synchrony in developing hippocampal networks. Science, 326(5958).10.1126/science.1175509CrossRefGoogle ScholarPubMed
Brownell, R.E. (2000). Expressive One-Word Picture Vocabulary Test. Novato, CA: Academic Therapy Publications.Google Scholar
Carroll, C.P., Cochran, J.A., Guse, C.E., & Wang, M.C. (2012). Are we underestimating the burden of traumatic brain injury? Surveillance of severe traumatic brain injury using centers for disease control international classification of disease, ninth revision, clinical modification, traumatic brain injury codes. Neurosurgery, 71(6), 1064–1070. https://doi.org/10.1227/NEU.0b013e31826f7c16CrossRefGoogle ScholarPubMed
Carrow-Woolfolk, E. (1999). Comprehensive Assessment of Spoken Language. Circle Pines, MN: American Guidance Services.Google Scholar
Chapman, S.B., Levin, H.S., Wanek, A., Weyrauch, J., & Kufera, J. (1998). Discourse after closed head injury in young children. Brain and Language, 61(3), 420–449. https://doi.org/10.1006/brln.1997.1885CrossRefGoogle ScholarPubMed
Chapman, S.B. & McKinnon, L. (2000). Discussion of developmental plasticity: factors affecting cognitive outcome after pediatric traumatic brain injury. Journal of Communication Disorders, 33(4), 333–344. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11001160 10.1016/S0021-9924(00)00029-0CrossRefGoogle ScholarPubMed
Ciccia, A.H., Beekman, L., & Ditmars, E. (2018). A clinically focused systematic review of social communication in pediatric TBI. NeuroRehabilitation, 42(3), 331–344. https://doi.org/10.3233/NRE-172384CrossRefGoogle ScholarPubMed
Cossart, R. (2011). The maturation of cortical interneuron diversity: how multiple developmental journeys shape the emergence of proper network function. Current Opinion in Neurobiology, 21(1), 160–168. https://doi.org/10.1016/j.conb.2010.10.003CrossRefGoogle ScholarPubMed
DeGroot, T. & Motowidlo, S.J. (1999). Why visual and vocal interview cues can affect interviewers’ judgments and predict job performance. Journal of Applied Psychology, 84(6), 986–993. https://doi.org/10.1037/0021-9010.84.6.986CrossRefGoogle Scholar
Deighton, S., Ju, N., Graham, S.A., & Yeates, K.O. (2019). Pragmatic language comprehension after pediatric traumatic brain injury: A scoping review. The Journal of Head Trauma Rehabilitation. https://doi.org/10.1097/HTR.0000000000000515Google Scholar
Dennis, M. & Barnes, M.A. (1990). Knowing the meaning, getting the point, bridging the gap, and carrying the message: Aspects of discourse following closed head injury in childhood and adolescence. Brain and Language, 39(3), 428–446. https://doi.org/10.1016/0093-934X(90)90149-BCrossRefGoogle ScholarPubMed
Dennis, M. & Barnes, M.A. (2000). Speech acts after mild or severe childhood head injury. Aphasiology, 14(4), 391–405. https://doi.org/10.1080/026870300401423CrossRefGoogle Scholar
Donders, J. & Warschausky, S. (2007). Neurobehavioral outcomes after early versus late childhood traumatic brain injury. Journal of Head Trauma Rehabilitation, 22(5), 296–302. https://doi.org/10.1097/01.HTR.0000290974.01872.82CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Miner, M.E., Fletcher, J.M., & Levin, H.S. (1989). Intellectual, motor, and language sequelae following closed head injury in infants and preschoolers. Journal of Pediatric Psychology, 14(4), 531–547. https://doi.org/10.1093/jpepsy/14.4.531CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Prasad, M.R., Swank, P., Kramer, L., Cox, C.S., Fletcher, J.M., … Hasan, K.M. (2008). Arrested development and disrupted callosal microstructure following pediatric traumatic brain injury: Relation to neurobehavioral outcomes. NeuroImage, 42(4), 1305–1315. https://doi.org/10.1016/j.neuroimage.2008.06.031CrossRefGoogle ScholarPubMed
Fair, D.A., Cohen, A.L., Power, J.D., Dosenbach, N.U.F., Church, J.A., Miezin, F.M., … Petersen, S.E. (2009). Functional brain networks develop from a “local to distributed” organization. PLoS Computational Biology, 5(5), e1000381. https://doi.org/10.1371/journal.pcbi.1000381CrossRefGoogle Scholar
Faul, M., Wald, M.M., Xu, L., & Coronado, V.G. (2010). Traumatic brain injury in the United States; emergency department visits, hospitalizations, and deaths, 2002-2006. Retrieved from Centers for Disease Control and Prevention, National Center for Injury Prevention and Control website: https://stacks.cdc.gov/view/cdc/5571 10.15620/cdc.5571CrossRefGoogle Scholar
Fay, T.B., Yeates, K.O., Wade, S.L., Drotar, D., Stancin, T., & Taylor, H.G. (2009). Predicting longitudinal patterns of functional deficits in children with traumatic brain injury. Neuropsychology, 23(3), 271–282. https://doi.org/10.1037/a0014936CrossRefGoogle ScholarPubMed
Galski, T., Tompkins, C., & Johnston, M.V. (1998). Competence in discourse as a measure of social integration and quality of life in persons with traumatic brain injury. Brain Injury, 12(9), 769–782. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/9755368 10.1080/026990598122160CrossRefGoogle ScholarPubMed
Ganesalingam, K., Yeates, K.O., Taylor, H.G., Walz, N.C., Stancin, T., & Wade, S. (2011). Executive functions and social competence in young children 6 months following traumatic brain injury. Neuropsychology, 25(4), 466–476. https://doi.org/10.1037/a0022768CrossRefGoogle ScholarPubMed
Gao, W., Alcauter, S., Smith, J.K., Gilmore, J.H., & Lin, W. (2015). Development of human brain cortical network architecture during infancy. Brain Structure & Function, 220(2), 1173–1186. https://doi.org/10.1007/s00429-014-0710-3CrossRefGoogle ScholarPubMed
Gerrard-Morris, A., Taylor, H.G., Yeates, K.O., Walz, N.C., Stancin, T., Minich, N., & Wade, S.L. (2010). Cognitive development after traumatic brain injury in young children. Journal of the International Neuropsychological Society, 16(1), 157–168. https://doi.org/10.1017/S1355617709991135CrossRefGoogle ScholarPubMed
Gilmore, J.H., Knickmeyer, R.C., & Gao, W. (2018). Imaging structural and functional brain development in early childhood. Nature Reviews. Neuroscience, 19(3), 123–137. https://doi.org/10.1038/nrn.2018.1CrossRefGoogle ScholarPubMed
Haarbauer-Krupa, J., Ciccia, A., Dodd, J., Ettel, D., Kurowski, B., Lumba-Brown, A., & Suskauer, S. (2017). Service delivery in the healthcare and educational systems for children following traumatic brain injury: Gaps in care. The Journal of Head Trauma Rehabilitation, 32(6), 367–377. https://doi.org/10.1097/HTR.0000000000000287CrossRefGoogle ScholarPubMed
Haarbauer-Krupa, J., King, T.Z., Wise, J., Gillam, S., Trapani, J., Weissman, B., & DePompei, R. (2019). Early elementary school outcomes in children with a history of traumatic brain injury before age 6 years. Journal of Head Trauma Rehabilitation, 34(2), 111–121. https://doi.org/10.1097/HTR.0000000000000414CrossRefGoogle ScholarPubMed
Harrison, P.L.O. (2003). Manual of the Adaptive Behavior Assessment System II. San Antonio, TX: Psychological Corp.Google Scholar
Hayes, A.F. (2012). PROCESS: A versatile computational tool for observed variable moderation, mediation, and conditional process modeling. [White Paper], 1–39. https://doi.org/978-1-60918-230-4Google Scholar
Huttenlocher, P.R. (1979). Synaptic density in human frontal cortex — Developmental changes and effects of aging. Brain Research, 163(2), 195–205. https://doi.org/10.1016/0006-8993(79)90349-4Google ScholarPubMed
Huttenlocher, P.R. & Dabholkar, A.S. (1997). Regional differences in synaptogenesis in human cerebral cortex. Journal Comparative Neurology, 387, 167–178.10.1002/(SICI)1096-9861(19971020)387:2<167::AID-CNE1>3.0.CO;2-Z3.0.CO;2-Z>CrossRefGoogle ScholarPubMed
Hux, K., Dymacek, R., & Childers, C. (2013). Possible brain injury events and symptoms in elementary school children. Brain Injury, 27(12), 1348–1355. https://doi.org/10.3109/02699052.2013.823657CrossRefGoogle ScholarPubMed
Kaufman, A.S. & Kaufman, N.L. (2004). Kaufman Brief Intelligence Test (Second). Circle Pines, MN: American Guidance Service.Google Scholar
Levin, H.S., Song, J., Ewing-Cobbs, L., Chapman, S.B., & Mendelsohn, D. (2001). Word fluency in relation to severity of closed head injury, associated frontal brain lesions, and age at injury in children. Neuropsychologia, 39(2), 122–131. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11163370 10.1016/S0028-3932(00)00111-1CrossRefGoogle ScholarPubMed
Mangeot, S., Armstrong, K., Colvin, A.N., Owen Yeates, K., & Gerry Taylor, H. (2002). Long-term executive function deficits in children with traumatic brain injuries: Assessment using the Behavior Rating Inventory of Executive Function (BRIEF). Child Neuropsychology, 8(4), 271–284. https://doi.org/10.1076/chin.8.4.271.13503CrossRefGoogle Scholar
McCauley, S.R., Wilde, E.A., Anderson, V.A., Bedell, G., Beers, S.R., Campbell, T.F., … Yeates, K.O. (2012). Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. Journal of Neurotrauma, 29(4), 678–705. https://doi.org/10.1089/neu.2011.1838CrossRefGoogle ScholarPubMed
McDonald, S. (2013). Impairments in social cognition following severe traumatic brain injury. Journal of the International Neuropsychological Society, 19(3), 231–246. https://doi.org/10.1017/S1355617712001506CrossRefGoogle ScholarPubMed
McDonald, S., Turkstra, L., & Togher, L. (2012). Pragmatic language impairment after brain injury: Social implications and treatment models. In Anderson, V. & Beauchamp, M.H. (Eds.), Developmental Social Neuroscience and Childhood Brain Insult (pp. 325–349). New York: The Guildford Press.Google Scholar
Micklewright, J.L., King, T.Z., O’Toole, K., Henrich, C., & Floyd, F.J. (2012). Parental distress, parenting practices, and child adaptive outcomes following traumatic brain injury. Journal of the International Neuropsychological Society, 18(2), 343–350. https://doi.org/10.1017/S1355617711001792CrossRefGoogle ScholarPubMed
Mollayeva, T., Mollayeva, S., & Colantonio, A. (2018, December 1). Traumatic brain injury: sex, gender and intersecting vulnerabilities. Nature Reviews Neurology, Vol. 14, pp. 711–722. https://doi.org/10.1038/s41582-018-0091-yCrossRefGoogle ScholarPubMed
Muscara, F., Catroppa, C., & Anderson, V. (2008). Social problem-solving skills as a mediator between executive function and long-term social outcome following paediatric traumatic brain injury. Journal of Neuropsychology, 2(Pt 2), 445–461. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/19824165 10.1348/174866407X250820CrossRefGoogle ScholarPubMed
Papoutsis, J., Stargatt, R., & Catroppa, C. (2014). Long-term executive functioning outcomes for complicated and uncomplicated mild traumatic brain injury sustained in early childhood. Developmental Neuropsychology, 39(8), 638–645. https://doi.org/10.1080/87565641.2014.979926CrossRefGoogle ScholarPubMed
Parsons, L., Cordier, R., Munro, N., Joosten, A., & Speyer, R. (2017). A systematic review of pragmatic language interventions for children with autism spectrum disorder. PLOS ONE, 12(4), e0172242. https://doi.org/10.1371/journal.pone.0172242CrossRefGoogle ScholarPubMed
Perrott, S.B., Taylor, H.G., & Montes, J.L. (1991). Neuropsychological sequelae, familial stress, and environmental adaptation following pediatric head injury. Developmental Neuropsychology, 7(1), 69–86. https://doi.org/10.1080/87565649109540477CrossRefGoogle Scholar
Preacher, K.J., Rucker, D.D., & Hayes, A.F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185–227. https://doi.org/10.1080/00273170701341316CrossRefGoogle ScholarPubMed
Riccio, C.A., Hewitt, L.L., & Blake, J.J. (2011). Relation of measures of executive function to aggressive behavior in children. Applied Neuropsychology, 18(1), 1–10. https://doi.org/10.1080/09084282.2010.525143CrossRefGoogle ScholarPubMed
Rosema, S., Crowe, L., & Anderson, V. (2012). Social function in children and adolescents after traumatic brain injury: a systematic review 1989-2011. Journal of Neurotrauma, 29(7), 1277–1291. https://doi.org/10.1089/neu.2011.2144CrossRefGoogle ScholarPubMed
Rousseaux, M., Vérigneaux, C., & Kozlowski, O. (2010). An analysis of communication in conversation after severe traumatic brain injury. European Journal of Neurology, 17(7), 922–929. https://doi.org/10.1111/j.1468-1331.2009.02945.xCrossRefGoogle ScholarPubMed
Ryan, N.P., Catroppa, C., Beare, R., Coleman, L., Ditchfield, M., Crossley, L., … Anderson, V. (2015). Predictors of longitudinal outcome and recovery of pragmatic language and its relation to externalizing behaviour after pediatric traumatic brain injury. Brain and Language, 142, 86–95. https://doi.org/10.1016/j.bandl.2015.01.007CrossRefGoogle ScholarPubMed
Ryan, N.P., Reyes, J., Crossley, L., Beauchamp, M.H., Catroppa, C., & Anderson, V.A. (2019). Unraveling the Association between Pediatric Traumatic Brain Injury and Social Dysfunction: The Mediating Role of Self-Regulation. Journal of Neurotrauma, 36(20). https://doi.org/10.1089/neu.2018.6308CrossRefGoogle ScholarPubMed
Ryan, N.P., van Bijnen, L., Catroppa, C., Beauchamp, M.H., Crossley, L., Hearps, S., & Anderson, V. (2016). Longitudinal outcome and recovery of social problems after pediatric traumatic brain injury (TBI): Contribution of brain insult and family environment. International Journal of Developmental Neuroscience, 49, 23–30. https://doi.org/10.1016/J.IJDEVNEU.2015.12.004CrossRefGoogle ScholarPubMed
Schalock, R.L., Borthwich-Duffy, S.A., Bradley, V.J., Buntinx, W.H., Coulter, D.L., Craig, E.M., … Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of supports. Washington, DC: American Association on Intellectual and Development Disabilities.Google Scholar
Shultz, E.L., Hoskinson, K.R., Keim, M.C., Dennis, M., Taylor, H.G., Bigler, E.D., … Yeates, K.O. (2016). Adaptive functioning following pediatric traumatic brain injury: Relationship to executive function and processing speed. Neuropsychology, 30(7), 830–840. https://doi.org/10.1037/neu0000288CrossRefGoogle ScholarPubMed
Staikova, E., Gomes, H., Tartter, V., McCabe, A., & Halperin, J.M. (2013). Pragmatic deficits and social impairment in children with ADHD. Journal of Child Psychology and Psychiatry, 54(12), 1275–1283. https://doi.org/10.1111/jcpp.12082CrossRefGoogle ScholarPubMed
Struchen, M.A., Clark, A.N., Sander, A.M., Mills, M.R., Evans, G., & Kurtz, D. (2008). Relation of executive functioning and social communication measures to functional outcomes following traumatic brain injury. Neurorehabilitation, 23(2), 185–198. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/18525140 10.3233/NRE-2008-23208CrossRefGoogle ScholarPubMed
Taylor, C.A., Bell, J.M., Breiding, M.J., & Xu, L. (2017). Traumatic brain injury–related emergency department visits, hospitalizations, and deaths — United States, 2007 and 2013. MMWR Surveillance Summaries, 66(9), 1–16. https://doi.org/10.15585/mmwr.ss6609a1CrossRefGoogle ScholarPubMed
Taylor, H.G. & Alden, J. (1997). Age-related differences in outcomes following childhood brain insults: An introduction and overview. Journal of the International Neuropsychological Society, 3(6), 555–567. https://doi.org/https://doi.org/10.1017/S1355617797005559CrossRefGoogle ScholarPubMed
Taylor, H.G., Orchinik, L.J., Minich, N., Dietrich, A., Nuss, K., Wright, M., … Yeates, K.O. (2015). Symptoms of persistent behavior problems in children with mild traumatic brain injury. Journal of Head Trauma Rehabilitation, 30(5), 302–310. https://doi.org/10.1097/HTR.0000000000000106CrossRefGoogle ScholarPubMed
Taylor, H.G., Yeates, K.O., Wade, S.L., Drotar, D., Stancin, T., & Minich, N. (2002). A prospective study of short- and long-term outcomes after traumatic brain injury in children: behavior and achievement. Neuropsychology, 16(1), 15–27. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11853353 10.1037/0894-4105.16.1.15CrossRefGoogle Scholar
Thomsen, I.V. (1984). Late outcome of very severe blunt head trauma: A 10-15 year second follow-up. Journal of Neurology, Neurosurgery, and Psychiatry, 47(3), 260–268. https://doi.org/10.1136/jnnp.47.3.260CrossRefGoogle ScholarPubMed
Treble-Barna, A., Zang, H., Zhang, N., Taylor, H.G., Yeates, K.O., & Wade, S. (2017). Long-term neuropsychological profiles and their role as mediators of adaptive functioning after traumatic brain injury in early childhood. Journal of Neurotrauma, 34(2), 353–362. https://doi.org/10.1089/neu.2016.4476CrossRefGoogle ScholarPubMed
Tuerk, C., Dégeilh, F., Catroppa, C., Dooley, J.J., Kean, M., Anderson, V., & Beauchamp, M.H. (2019). Altered resting-state functional connectivity within the developing social brain after pediatric traumatic brain injury. Human Brain Mapping, hbm.24822. https://doi.org/10.1002/hbm.24822CrossRefGoogle Scholar
Turkstra, L., Politis, A.M., & Forsyth, R. (2015). Cognitive-communication disorders in children with traumatic brain injury. Developmental Medicine & Child Neurology, 57(3), 217–222. https://doi.org/10.1111/dmcn.12600CrossRefGoogle ScholarPubMed
Wade, S.L., Zhang, N., Yeates, K.O., Stancin, T., & Taylor, H.G. (2016). Social environmental moderators of long-term functional outcomes of early childhood brain injury. JAMA Pediatrics, 170(4), 343. https://doi.org/10.1001/jamapediatrics.2015.4485CrossRefGoogle ScholarPubMed
Wendel, K.M., Lee, J.Bin, Affeldt, B.M., Hamer, M., Harahap-Carrillo, I.S., Pardo, A.C., & Obenaus, A. (2019). Corpus callosum vasculature predicts white matter microstructure abnormalities after pediatric mild traumatic brain injury. Journal of Neurotrauma, 36(1), 152–164. https://doi.org/10.1089/neu.2018.5670CrossRefGoogle Scholar
Yeates, K.O., Swift, E., Taylor, H.G., Wade, S.L., Drotar, D., Stancin, T., & Minich, N. (2004). Short- and long-term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society4, 10(3), 412–426. https://doi.org/10.1017/S1355617704103093Google Scholar
Ylvisaker, M. (1993). Communication outcome in children and adolescents with traumatic brain injury. Neuropsychological Rehabilitation, 3(4), 367–387. https://doi.org/10.1080/09602019308401447CrossRefGoogle Scholar
Zamani, A., Mychasiuk, R., & Semple, B.D. (2019). Determinants of social behavior deficits and recovery after pediatric traumatic brain injury. Experimental Neurology, 314, 34–45. https://doi.org/10.1016/j.expneurol.2019.01.007CrossRefGoogle ScholarPubMed
Supplementary material: File

Hendrix et al. supplementary material

Hendrix et al. supplementary material 1

Download Hendrix et al. supplementary material(File)
File 15.2 KB
Supplementary material: File

Hendrix et al. supplementary material

Hendrix et al. supplementary material 2

Download Hendrix et al. supplementary material(File)
File 16.8 KB
Supplementary material: File

Hendrix et al. supplementary material

Hendrix et al. supplementary material 3

Download Hendrix et al. supplementary material(File)
File 87 KB