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  • Title: Academic achievement and academic placement following traumatic brain injury in children and adolescents: a two-year longitudinal study.
    Author: Ewing-Cobbs L, Fletcher JM, Levin HS, Iovino I, Miner ME.
    Journal: J Clin Exp Neuropsychol; 1998 Dec; 20(6):769-81. PubMed ID: 10484689.
    Abstract:
    Prospective, longitudinal follow-up of academic status following pediatric traumatic brain injury (TBI) identified that patients with severe TBI (n = 33) obtained significantly lower reading recognition, spelling, and arithmetic scores than those with mild to moderate TBI (n = 28). Independent of injury severity, adolescents scored lower than children on computational arithmetic and reading comprehension subtests. Although all achievement scores increased significantly from the baseline evaluation to 6 months after the injury, no further change was noted from 6 months to 2 years. Despite average achievement test scores by 2 years after TBI, 79% of the severely injured patients had either failed a grade or received special educational assistance. Traditional achievement tests may be insensitive to posttraumatic academic deficits.
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