Kinsella G, Prior M, Sawyer M, Murtagh D, Eisenmajer R, Anderson V, Bryan D, Klug G
La Trobe University, School of Psychology, Bundoora, Victoria, Australia.
J Pediatr Psychol. 1995 Dec;20(6):753-67. doi: 10.1093/jpepsy/20.6.753.
Evaluated the utility of neuropsychological testing in predicting academic outcome in children 1 year following traumatic brain injury (TBI). Fifty-one school age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological measures at 3 months postinjury. Academic achievement was assessed at 3 and 12 months postinjury. The neuropsychological battery included intelligence testing and measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI changes in reading, spelling, and arithmetic; changes in teacher ratings of school performance; and change in school placement. According to logistic regression analysis, change in placement from regular to special education at 1-year post-TBI was predicted by injury severity and by neuropsychological performance at 3 months post-TBI. Findings suggest that neuropsychological testing is useful in identifying children with special educational needs subsequent to TBI.
评估了神经心理学测试在预测创伤性脑损伤（TBI）后1年儿童学业成绩方面的效用。51名TBI后入院的学龄儿童在受伤后3个月接受了一系列神经心理学测试。在受伤后3个月和12个月评估学业成绩。神经心理学测试包括智力测试以及记忆、学习和信息处理速度的测量。根据TBI后阅读、拼写和算术的变化、教师对学校表现的评分变化以及学校安置的变化来评估学业成绩。根据逻辑回归分析，TBI后1年从常规教育到特殊教育的安置变化可由损伤严重程度和TBI后3个月的神经心理学表现预测。研究结果表明，神经心理学测试有助于识别TBI后有特殊教育需求的儿童。
