Behaviour and school performance after brain injury
Hawley, Carol. (2004) Behaviour and school performance after brain injury. Brain Injury, Vol.18 (No.7). pp. 645-659. ISSN 0269-9052
WRAP_Hawley_BI_revisedbehaviourpaper261003.pdf - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Restricted to Repository staff only
Official URL: http://dx.doi.org/10.1080/02699050310001646189
Primary Objective: To examine the relationship between behavioural problems and school performance following traumatic brain injury (TBI)
Methods and Procedures: Subjects: 67 school-age children with TBI (35 mild, 13 moderate, 19 severe), and 14 uninjured matched controls. Parents and children were interviewed at a mean of two years post-TBI. Teachers reported on academic performance and educational needs. Children were assessed using the Vineland Adaptive Behaviour Scales (VABS) and the Weschler Intelligence Scale for Children (WISC-III).
Main Outcomes and Results: Two-thirds of children with a TBI exhibited significant behavioural problems, significantly more than controls (p=0.02). Children with behavioural problems had a mean IQ approximately 15 points lower than those without (p=0.001, 95% CI:7 to 26.7). At school, 76%(19) of children with behavioural problems also had difficulties with schoolwork. Behavioural problems were associated with social deprivation and parental marital status (p ≤ 0.01).
Conclusions: Children with TBI are at risk of developing behavioural problems which may affect school performance. Children with TBI should be screened to identify significant behavioural problems before they return to school.
|Item Type:||Journal Article|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology
R Medicine > RJ Pediatrics
|Divisions:||Faculty of Medicine > Warwick Medical School|
|Library of Congress Subject Headings (LCSH):||Brain damaged children, Head -- Wounds and injuries, Brain -- Wounds and injuries, Problem children -- Education, Behavior disorders in children|
|Journal or Publication Title:||Brain Injury|
|Publisher:||Taylor and Francis|
|Official Date:||July 2004|
|Page Range:||pp. 645-659|
|Access rights to Published version:||Open Access|
Kraus, J.F., Rock, A., Hemyari, P. (1990). Brain injuries among infants, children, adolescents, and young adults. American Journal of Diseases in Children, 144, pp. 684-691.
Guyer, B. and Ellers, B. (1990). Childhood injuries in the United States. American Journal of Diseases in Children, 144, pp. 649-652.
Snow, J.H. and Hooper, S.R. (1994). Pediatric traumatic brain injury. California: Sage Publications.
Sharples, P.M. (1998). Head injury in children. In: Little and Ward Platt, eds. Injury in the young. Cambridge: Cambridge University Press, pp. 151-175.
Ewing-Cobbs, L., Miner, M.E., Fletcher, J.M., et al. (1989). Intellectual, motor, and language sequelae following closed head injury in infants and preschoolers. Journal of Pediatric Psychology, 14, pp. 531-537.
Klonoff, H., Clark, C., Klonoff, P.S. (1993). Long-term outcome of head injuries: a 23 year follow up study of children with head injuries. Journal of Neurology, Neurosurgery and Psychiatry, 56, pp. 410-415.
Ewing-Cobbs, L., Thompson, N.M., Miner, M.E. et al. (1994). Gunshot wounds to the brain in children and adolescents: age and neurobehavioural development. Neurosurgery, 35, pp. 225-233.
Parmelee, D.X. (1989). Neuropsychiatric sequelae of traumatic brain injury in children and adolescents. Psychiatric Medicine, 7(1), pp. 11-16.
Fletcher, J.M., Ewing-Cobbs, L., Miner, M.E., Levin, H.S., Eisenberg, H.M. (1990). Behavioural changes after closed head injury in children. Journal of Consulting and Clinical Psychology, 58, pp. 93-98.
Levin, H.S., Benton, A.L.,Grossman, R.G. (1982). Neurobehavioural consequences of closed head injury. New York: Oxford University Press.
Taylor, H.G. and Alden, J. (1997). Age-related differences in outcomes following childhood brain insults: An introduction and overview. Journal of the International Neuropsychological Society, 3, pp. 555-567.
Andrews, T.K., Rose, F.D., Johnson, D.A. (1998). Social and behavioural effects of traumatic brain injury in children. Brain Injury, 12(2), pp. 133-138.
Brown, G., Chadwick, O., Shaffer, D., Rutter, M., Traub, M. (1981). A prospective study of children with head injuries: II Psychiatric sequelae. Psychological Medicine, 11, pp. 49-62.
Knights, R.M., Ivan, L.P., Ventureyra, E.C.G., Bentivoglio, C., Stoddart ,C., Winogron, W., Bawden, H.N. (1991). The effects of head injury in children on neuropsychological and behavioural functioning. Brain Injury, 5, pp. 339-351.
Basson, M.D., Guinn, J.E., McElligott, J., Vitale, R., Brown, W., Fielding, L.P. (1991). Behavioural disturbances in children after trauma. Journal of Trauma, 31, pp. 1363-1368.
Rivara, J.B., Jaffe, K.M., Polissar, N.L., Fay, G.C., Martin, K.M., Shurtleff, H.A., Liao, S. (1994). Family functioning and children's academic performance and behaviour problems in the year following traumatic brain injury. Archives of Physical Medicine and Rehabilitation, 75, pp. 369-379.
Asarnow, R.F., Satz, P., Light, R., Lewis, R., Neumann, E. (1991). Behaviour problems and adaptive functioning in children with mild and severe closed head injury. Journal of Pediatric Psychology, 16, pp. 543-555.
Scott-Jupp, R., Marlow, N., Seddon, N., Rosenbloom, L. (1992). Rehabilitation and outcome after severe head injury. Archives of Disease in Childhood, 67, pp. 222-226.
Martin, R.P., Gaddis, L., Drew, D., Moseley, M. (1988). Prediction of elementary school achievement from preschool temperament: Three studies. School Psychology Review, 17, pp. 125-137.
Martin, R.P., Nagle, R., Paget, K. (1983). Relationships between temperament and classroom behaviour, teacher attitudes and academic achievement. Journal of Clinical Psychology, 39, pp. 1013-1020.
Middleton, J.A. (2001). Practitioner review: psychological sequelae of head injury in children and adolescents. Journal of Child Psychology and Psychiatry, 42, pp. 165-180.
Bevington, J. and Wishart, J.G. (1999). The influence of classroom peers on cognitive performance in children with behavioural problems. British Journal of Educational Psychology, 69, pp. 19-32.
Jones, A. and Johnson, D. (1994). A study of the educational provision for head-injured children. British Journal of Special Education, 21, pp. 113-117.
British Society of Rehabilitation Medicine. (1998). Rehabilitation after traumatic brain injury. London: British Society of Rehabilitation Medicine. A Working Party Report of the British Society of Rehabilitation Medicine.
Teasdale, G. and Jennett, B. (1974). Assessment of coma and impaired consciousness: a practical scale. Lancet, 2, pp. 81-83
Crouchman, M., Rossiter, L., Colaco, T., Forsyth, R. (2001). A practical outcome scale for paediatric head injury. Archives of Disease in Childhood, 84, pp. 120-124.
Townsend, P., Phillimore, P., Beattie, A. (1986). Inequalities in health in the Northern region. Newcastle upon Tyne: Northern Regional Health Authority and University of Bristol.
Sparrow, S.S., Balla, D.A., Cicchetti, D.V. (1984). Vineland Adaptive Behavior Scales: interview edition survey form manual. Minnesota: American Guidance Service.
Wechsler, D. (1991). Manual for the Wechsler Intelligence Scale for children. 3rd ed. Sidcup: The Psychological Corporation Limited.
Greenspan, A.I. and MacKenzie, E.J. (1994). Functional outcome after paediatric head injury. Pediatrics, 94, pp. 425-432.
Green, M.L., Foster, M.A., Morris, M.K., Muir, J.J., Morris, R.D. (1998). Parent assessment of psychological and behavioural functioning following pediatric acquired brain injury. Journal of Pediatric Psychology, 23(5), pp. 289-299.
Ylvisaker, M., Feeney, T., Mullins, K. (1995). School re-entry following mild traumatic brain injury: a proposed hospital-to-school protocol. Journal of Head Trauma Rehabilitation, 10(6), pp. 42-49.
Ylvisaker, M., Feeney, T.J., and Szekeres, S.F. (1998). Social-environmental approach to communication and behaviour. In: Ylvisaker, M., ed. Traumatic brain injury rehabilitation children and adolescents. 2nd ed. Boston: Butterworth-Heinemann, pp. 271-302.
Audit Commission (2002). Statutory assessment and statements of Special Educational Needs: in need of review? London: The Audit Commission.
Hawley, C.A., Ward, A.B., Magnay, A., Long, J. (2003). Parental stress and burden following traumatic brain injury amongst children and adolescents. Brain Injury, 17(1), pp. 1-23.
Kinsella, G., Ong, B., Murtagh, D., Prior, M., Sawyer, M. (1999). The role of the family for behavioral outcome in children and adolescents following traumatic brain injury. Journal of Consulting and Clinical Psychology, 67(1) pp. 116-123.
Ewing-Cobbs, L., Levin, H.S. and Fletcher, J.M. (1998). Neuropsychological sequelae after pediatric traumatic brain injury: advances since 1985. In: M. Ylvisaker (editor) Traumatic brain injury rehabilitation children and adolescents. 2nd ed. Boston: Butterworth-Heinemann, pp. 11-26.
Semrud-Clikeman, M. (2001). Traumatic brain injury in children and adolescents: assessment and intervention. New York:The Guildford Press.
Anderson, V.A., Catroppa, C., Haritou, F., Morse, S., Pentland, L., Rosenfeld, J., Stargatt R. (2001). Predictors of acute child and family outcome following traumatic brain injury in children. Pediatric Neurosurgery, 34(3), pp. 138-148.
Max, J.E., Lindgren, S.D., Knutson, C., Pearson, C.S., Ihrig, D. and Welborn, A. (1998). Child and adolescent traumatic brain injury: correlates of disruptive behaviour disorders. Brain Injury, 12, pp. 41-52.
Ylvisaker, M., Feeney, T., Maher-Maxwell, N., Meserve, N., Geary, P.J., DeLorenzo, J.P. (1995). School re-entry following severe traumatic brain injury: guidelines for educational planning. Journal of Head Trauma Rehabilitation, 10(6), pp. 25-41.
Actions (login required)
Downloads per month over past year