Kinsella G J, Prior M, Sawyer M, Ong B, Murtagh D, Eisenmajer R, Bryan D, Anderson V, Klug G
School of Psychology, La Trobe University, Australia.
J Int Neuropsychol Soc. 1997 Nov;3(6):608-16.
Within the context of a longitudinal study investigating outcome for children following traumatic brain injury, this paper reports on the utility of neuropsychological testing in predicting academic outcome in children 2 years following traumatic brain injury (TBI). Twenty-nine school-age children who were admitted to hospital after TBI were assessed with a battery of neuropsychological and academic measures at 3 and 24 months postinjury. The neuropsychological battery included measures of memory, learning, and speed of information processing. Academic outcome was assessed in terms of post-TBI change in school placement. According to logistic regression analysis, change in placement from regular to special education at 2 years 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.
在一项针对创伤性脑损伤后儿童预后的纵向研究背景下，本文报告了神经心理学测试在预测创伤性脑损伤（TBI）后2年儿童学业预后方面的效用。29名TBI后入院的学龄儿童在受伤后3个月和24个月接受了一系列神经心理学和学业测试。神经心理学测试组包括记忆、学习和信息处理速度的测试。学业预后根据TBI后学校安置的变化进行评估。根据逻辑回归分析，TBI后2年从常规教育转向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。
