Autores: John B. Fulton; Keith Owen yeates; H. Gerry Taylor; Nicolay
Resumen
To examine cognitive predictions of academic achievement in young children with traumatic brain injury (TBI) and orthopedic injury (OI) shortly after injury and 1 year postinjury. Methods: Participants included 3- to 6-years old children, 63 with TBI (46 with moderate TBI and 17 with severe TBI) and a comparison group of 80 children with OI. Academic achivement was assessed aproximately 1 and 12 months postinjury using three subtest from the Bracken Basic Concepts Scale-Resived. General intellectual functioning, memory, and executive functions were mesaured at the initial assessment using standardized test. Results: Hierarchical linear regression was used to predict academic achievement at the initial and 1 year follow up assessmentes. Memory and executive functions were significant predictors of academic achiviement at booth assessment after controlling for group menbership and demographic variables. Executive functioning into account. Predictive relationships did not vary across the TBI and OI groups. Similar results were obtained when regression analyses were completed with only TBI participants using the Glasgow Coma Sclae score as a predictor, althougt memory and executive functioning were somewhat less robust in predicting academic achiveiment than before. Conclusion: Memory and executive function predict academic achievement after TBI in preschool children, although some of the associations may be accounted for by general intellectual functioning.
