Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-23T20:45:48.985Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Outcomes in Pediatric Traumatic Brain Injury: Perspectives from Social Neuroscience and Developmental Psychology

Published online by Cambridge University Press:  01 May 2013

Keith Owen Yeates
Keith Owen Yeates*
Affiliation:
Department of Pediatrics, The Ohio State University, and The Research Institute at Nationwide Children's Hospital, Columbus, Ohio
*
Correspondence and reprint requests to: Keith Owen Yeates, Ph.D., Department of Psychology, Nationwide Children's Hospital, 700 Children's Drive, Columbus, OH 432205. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Special Series
Information
Journal of the International Neuropsychological Society , Volume 19 , Issue 5 , May 2013 , pp. 493 - 496
Copyright
Copyright © The International Neuropsychological Society 2013

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

Beauchamp, M.H., Anderson, V. (2010). SOCIAL: An integrative framework for the development of social skills. Psychological Bulletin, 136, 39–64.CrossRefGoogle ScholarPubMed
Cacioppo, J.T., Berntson, G.G., Sheridan, J.F., McClintock, M.K. (2000). Multilevel integrative analyses of human behavior: Social neuroscience and the complementing nature of social and biological approaches. Psychological Bulletin, 126, 829–843.CrossRefGoogle ScholarPubMed
Cacioppo, J.T., Hawkley, L.C., Crawford, L.E., Ernst, J.M., Burleson, M.H., Kowalewski, R.B., Berntson, G.G. (2002). Loneliness and health: Potential mechanisms. Psychosomatic Medicine, 64, 407–417.CrossRefGoogle ScholarPubMed
Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. (1999). Traumatic brain injury in the United States: A report to Congress. Atlanta, GA: US Department of Health and Human Services, Centers for Disease Control and Prevention.Google Scholar
Crowe, L.M., Beauchamp, M.H., Catroppa, C., Anderson, V. (2011). Social function assessment tools for children and adolescents: A systematic review from 1988 to 2010. Clinical Psychology Review, 31, 767–785.CrossRefGoogle ScholarPubMed
Dennis, M., Agostino, A., Taylor, H.G., Bigler, E.D., Rubin, K.H., Vannatta, K., Yeates, K.O. (2013). Emotional expression and socially modulated emotive communication in children with traumatic brain injury. Journal of the International Neuropsychological Society, 19(2), 230.CrossRefGoogle ScholarPubMed
DeRosier, M.E., Gilliom, M. (2007). Effectiveness of a parent training program for improving children's social behavior. Journal of Child & Family Studies, 16, 660–670.CrossRefGoogle Scholar
DiBattista, A., Soo, C., Catroppa, C., Anderson, V. (2012). Quality of life in children and adolescents post-TBI: A systematic review and meta-analysis. Journal of Neurotrauma, 29, 1717–1727.CrossRefGoogle Scholar
Faul, M., Xu, L., Wald, M.M., Coronado, V.G. (2010). Traumatic brain injury in the United States: Emergency department visits, hospitalizations and deaths 2002–2006. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control.CrossRefGoogle Scholar
Frankel, F., Myatt, R., Sugar, C., Whitham, C., Gorospe, C.M., Laugeson, E. (2010). A randomized controlled study of parent-assisted children's friendship training with children having autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 827–842.CrossRefGoogle ScholarPubMed
Glang, A., Todis, B., Cooley, E., Wells, J., Voss, J. (1997). Building social networks for children and adolescents with traumatic brain injury: A school-based intervention. Journal of Head Trauma Rehabilitation, 12, 32–47.CrossRefGoogle Scholar
Hanten, G., Levin, H.S., Newsome, M.R., Scheibel, R.S. (2012). Social development and traumatic brain injury in children and adolescents. In V. Anderson & M. Beauchamp (Eds.), Developmental social neuroscience and childhood brain insult: Implications for theory and practice (pp. 254–268). New York: Guilford Press.Google Scholar
Ochsner, K.N., Lieberman, M.D. (2001). The emergence of social cognitive neuroscience. American Psychologist, 56, 717–734.CrossRefGoogle 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, 1277–1291.CrossRefGoogle ScholarPubMed
Ross, K.A., Dorris, L., McMillan, T. (2011). A systematic review of psychological interventions to alleviate cognitive and psychosocial problems in children with acquired brain injury. Developmental Medicine & Child Neurology, 53, 692–701.CrossRefGoogle ScholarPubMed
Rubin, K.H., Begle, A.S., McDonald, K.L. (2012). Peer relations and social competence in childhood. In V. Anderson & M. Beauchamp (Eds.), Developmental social neuroscience and childhood brain insult: Implications for theory and practice (pp. 23–44). New York: Guilford Press.Google Scholar
Rubin, K.H., Bukowski, W., Parker, J. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.), Handbook of child psychology: Social, emotional, and personality development (6th ed., pp. 571–645). New York: Wiley.Google Scholar
Stancin, T., Drotar, D., Taylor, H.G., Yeates, K.O., Wade, S.L., Minich, N.M. (2002). Health-related quality of life of children and adolescents following traumatic brain injury. Pediatrics [On-line], 109, e34.CrossRefGoogle ScholarPubMed
Yeates, K.O. (2010). Traumatic brain injury. In K.O. Yeates, M.D. Ris, H.G. Taylor, & B.F. Pennington (Eds.), Pediatric neuropsychology: Research, theory, and practice (2nd ed., pp. 112–146). New York: Guilford Press.Google Scholar
Yeates, K.O., Bigler, E.D., Dennis, M., Gerhardt, C.A., Rubin, K.H., Stancin, T., Vannatta, K. (2007). Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin, 133, 535–556.CrossRefGoogle ScholarPubMed
Yeates, K.O., Taylor, H.G., Drotar, D., Wade, S., Klein, S., Stancin, T., Schatschneider, C. (1997). Preinjury family environment as a determinant of recovery from traumatic brain injuries in school-age children. Journal of the International Neuropsychological Society, 3, 617–630.CrossRefGoogle ScholarPubMed
Yeates, K.O., Taylor, H.G., Walz, N.C., Stancin, T., Wade, S.L. (2010). The family environment as a moderator of psychosocial outcomes following traumatic brain injury in young children. Neuropsychology, 24, 345–356.CrossRefGoogle ScholarPubMed