@article{ref1,
title="Long-term school outcomes of children and adolescents with traumatic brain injury",
journal="Journal of head trauma rehabilitation",
year="2016",
author="Prasad, Mary R. and Swank, Paul R. and Ewing-Cobbs, Linda",
volume="32",
number="1",
pages="E24-E32",
abstract="OBJECTIVE: To better understand the impact of age at injury, severity of injury, and time since injury on long-term school outcomes of children with traumatic brain injury (TBI). PARTICIPANTS: Four groups of children: complicated mild/moderate TBI (n = 23), severe TBI (n = 56), orthopedic injury (n = 35), and healthy controls (n = 42). Children with TBI were either 2 years postinjury or 6 years postinjury. <br><br>DESIGN: Cross-sectional design. MEASURES: School records as well as parental ratings of functional academic skills and school competency. <br><br>RESULTS: Children with severe TBI had consistently high usage of school services and low school competency ratings than children with orthopedic injuries and healthy controls. In contrast, children with complicated-mild/moderate TBI were significantly more likely to receive school support services and have lower competence ratings at 6 years than at 2 years postinjury. Students injured at younger ages had lower functional academic skill ratings than those injured at older ages. <br><br>CONCLUSIONS: These findings highlight the increasing academic challenges faced over time by students with complicated-mild/moderate TBI and the vulnerability of younger children to poorer development of functional academic skills.<p /> <p>Language: en</p>",
language="en",
issn="0885-9701",
doi="10.1097/HTR.0000000000000218",
url="http://dx.doi.org/10.1097/HTR.0000000000000218"
}