Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-27T02:54:37.444Z Has data issue: false hasContentIssue false
  • English
  • Français

Educational Implications of Acquired Brain Damage in Children

Published online by Cambridge University Press:  29 October 2015

Robyn Murray
Robyn Murray*
Affiliation:
Neuropsychology Unit, Division of Health and Behavioural Sciences, Griffith University
*
Faculty of Health and Behavioural Sciences, Griffith University, Nathan, Queensland 4111
Get access

Abstract

Research into the cognitive and behavioural sequelae of traumatic brain injury in children has frequently noted difficulties encountered by these children when they begin school or re-enter the education system following injury. However, these difficulties have seldom been linked to underlying specific cognitive deficits as traditional educational assessment is not sufficient to determine the pattern of cognitive strengths and weaknesses exhibited by these children. The return of the brain injured child into the classroom requires planning and monitoring as well as liaison between parents, teachers, hospital personnel, therapists, and psychologists. This paper briefly reviews the literature regarding academic performance in children following traumatic brain injury and outlines elements of an effective reintegration program. Possible reintegration problems are discussed.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 9 , Issue 1 , May 1992 , pp. 2 - 8
Copyright
Copyright © Australian Psychological Society 1992

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, J.H., Graham, D.I., Murray, L.S., & Scott, G. (1982). Diffuse axonal injury due to non-missile injury in humans: An analysis of 45 cases. Annals of Neurology, 12,557–563.CrossRefGoogle Scholar
Bawden, H.N., Knights, R.M., & Winogron, H.W. (1985) .Speeded performance following head injury in children. Journal of Clinical and Experimental Neuropsychology, 7,39–54.CrossRefGoogle ScholarPubMed
Brink, J.D., Garrett, A.L., Hale, W.R., Woo-Sam, J., & Nickel, V.L. (1970). Recovery of motor and intellectual function in children sustaining severe head injuries. Developmental Medicine and Child Neurology, 12, 565–571.CrossRefGoogle ScholarPubMed
Brooks, N. (1984). Cognitive deficits after head injury. In Brooks, N. (Ed.), Closed head injury: Psychological, social and family consequences (pp. 44–73). Oxford: Oxford University Press.Google Scholar
Carney, J., & Gerring, J. (1990). Return to school following severe closed head injury: A critical phase in pediatric rehabilitation. Pediatrician, 17, 222–229.Google ScholarPubMed
Chadwick, O. (1985). Psychological sequelae of head injury in children. Developmental Medicine and Child Neurology, 27, 72–75.CrossRefGoogle Scholar
Chadwick, O., Rutter, M., Brown, G., Shaffer, D., & Traub, M. (1981). A prospective study of children with head injuries. II: Cognitive sequelae. Psychological Medicine, 11,49–61.CrossRefGoogle ScholarPubMed
Department of Education. (1991). Educational implications for children with an acquired brain injury: A report from the Disability Advisory Committee Therapy Services. Unpublished report, Department of Education, Queensland.Google Scholar
Ewing-Cobbs, L., Fletcher, J.M., & Levin, H.S. (1986). Neurobehavioral sequelae following head injury in children: Educational implications. Journal of Head Trauma Rehabilitation, 1(4), 57–65.CrossRefGoogle Scholar
Ewing-Cobbs, L., Levin, H.S., Eisenberg, H.M., & Fletcher, J.M.. (1987) Language functions following closed head injury in children and adolescents. Journal of Clinical and Experimental Neuropsychology, 9, 575–592.CrossRefGoogle ScholarPubMed
Filley, C.M., Cranberg, L.D., Alexander, M.P., & Hart, E.J. (1987). Neurobehavioral outcome after closed head injury in childhood and adolescence. Archives of Neurology, 44, 194–198.CrossRefGoogle ScholarPubMed
Gaidolfi, E., & Vignolo, L.A. (1980). Closed head injuries of school-age children: Neuropsychological sequelae in early adulthood. Italian Journal of Neurological Science 2, 65–73.Google Scholar
Goldstein, F.C., & Levin, H.S. (1985). Intellectual and academic outcome following closed head injury in children and adolescents: Research strategies and empirical findings. Developmental Neuropsychology, 1,195–214.CrossRefGoogle Scholar
Hebb, D.O. (1942). The effect of early and late brain injury upon test scores, and the nature of normal adult intelligence. Proceedings of the American Philosophical Society, 85, 275–292.Google Scholar
Heiskanen, O., & Kaste, M. (1974). Late prognosis of severe brain injury in children. Developmental Medicine and Child Neurology, 16, 11–14.CrossRefGoogle ScholarPubMed
Jennett, B. (1983). Scale and scope of the problem. In Rosenthal, M., Griffith, E.R., Bond, M.R., & Miller, D.M. (Eds.), Rehabilitation of the head injured adult (pp. 3–8). Philadelphia: F. A. Davis.Google Scholar
Kinsella, G., Moran, C, Ford, B., & Ponsford, J. (1988). Emotional disorder and its assessment within the severe head injured population. Psychological Medicine, 18,57–63.CrossRefGoogle ScholarPubMed
Klonoff, H., Low, M.D., & Clark, C. (1977). Head injuries in children: A prospective five year follow-up.Journal of Neurology, Neurosurgery and Psychiatry, 40,1211–1219.CrossRefGoogle ScholarPubMed
Levin, H.S., & Eisenberg, H.M. (1979). Neuropsychological outcome of closed head injury in children and adolescents. Child’s Brain, 5, 281–292.Google ScholarPubMed
Levin, H.S., Grossman, R.G., Rose, J.E., & Teasdale, G. (1979). Long-term neuropsychological outcome of closed head injury. Journal of Neurosurgery, 50, 412–422.CrossRefGoogle ScholarPubMed
Levin, H.S., Benton, A.L., & Grossman, R.G. (1982). Neurobehavioural consequences of closed head injury. NewYork: Oxford University Press.Google Scholar
Levin, H.S., & Benton, A.L (1986). Developmental and acquired dyscalculia in children. In Flemhig, I. & Stems, L. (Eds.), Child development and learning behavior (pp.317–322). Stuttgart, West Germany: Gustav Fischer.Google Scholar
Lezak, M. (1979). Recovery of memory and learning functions following traumatic brain injury. Cortex, 15, 63–72.CrossRefGoogle ScholarPubMed
Mandleberg, I.A., & Brooks, D.N. (1975). Cognitive recovery after severe head injury. 1. Serial testing on the Wechsler Adult Intelligence Scale. Journal of Neurology, Neurosurgery, Psychiatry, 38, 1121–1126.CrossRefGoogle ScholarPubMed
McEwin, R. (1981). Head injuries in New South Wales: Incidence. In Dinning, T.A.R. & Connelley, T.J. (Eds.), Head injuries: An integrated approach (pp. 9–21). Brisbane: John Wilev &. Sons.Google Scholar
Middleton, J. (1989). Annotation: Thinking about head injuries in children. Journal of Child Psychology and Psychiatry, 30, 663–670.CrossRefGoogle Scholar
Murray, R., Shum, D., & McFarland, K. (1991). Attentional deficits in head-injured children: An information processing analysis. Brain and Cognition, 18, 99–115.CrossRefGoogle Scholar
Newcombe, F. (1982). The psychological consequences of closed head injury: Assessment and rehabilitation. Injury, 14, 111–136.CrossRefGoogle ScholarPubMed
Oddy, M. (1984). Head injury during childhood: The psychological implications. In Brooks, N. (Ed.), Closed head injury: Psychological, social, and family consequences (pp. 179–194). Oxford: Oxford University Press.Google Scholar
Prigatano, G.P., & Fordyce, D.J. (1986). Cognitive dysfunction and psychosocial adjustment after brain injury. In Prigatano, G. (Ed.), Neuropsychological rehabilitation after brain injury (pp. 1–17). Baltimore:John Hopkins University Press.Google Scholar
Savage, R.C. (1991). Identification, classification, and placement issues for students with traumatic brain injuries. Journal of Head Trauma Rehabilitation, 6(1), 1–9.CrossRefGoogle Scholar
Shaffer, D., Bijur, P., & Rutter, ML. (1980). Head injury and later reading disability. Journal of the American Academy of Child Psychiatry, 19, 592–610.CrossRefGoogle ScholarPubMed
Strich, S.J. (1961). Shearing of nerve fibres as a cause of brain damage due to head injury. Lancet, 2, 443–448.CrossRefGoogle Scholar
Svensson, P. (1991). The epidemiology of acquired head injury in Queensland children. Report prepared for the Speciality Reference Group on Children with Acquired Brain Injury, September 1991.Google Scholar
Telzrow, CF. (1987). Management of academic and educational problems in head injury. Journal of Learning Disabilities, 20, 536–545.CrossRefGoogle ScholarPubMed
Van Zomeren, A.H., & Van Den Burg, W. (1983). Residual complaints of patients two years after severe head injury. Journal of Neurology, Neurosurgery and Psychiatry, 48, 21–28.CrossRefGoogle Scholar
Wrightson, P.(1989). Head injuries m children. Distinctfeatures of the neurological, cognitive and behavioral recovery. Recovery from Brain Injury Conference Proceedings.Google Scholar
Ylvisaker, M., Hartwick, P., & Stevens, M. (1991). School reentry following head injury: Managing the transition from hospital to school. Journal of Head Trauma Rehabilitation, 6(1), 10–22.CrossRefGoogle Scholar