@article{ref1,
title="Educational skills: Long-term outcome and predictors following pediatric traumatic brain injury",
journal="Neuropsychological rehabilitation",
year="2009",
author="Catroppa, Cathy and Anderson, V. A. and Muscara, Frank and Morse, S. A. and Haritou, F. and Rosenfeld, J. V. and Heinrich, Liesl M.",
volume="19",
number="5",
pages="716-732",
abstract="Given that reading, spelling and arithmetic skills are acquired through childhood, their development may be compromised following a childhood traumatic brain injury (TBI). The present study examined educational skills (reading accuracy, spelling and arithmetic) at a mean follow-up interval of 6.8 years post-injury in children who had sustained a mild, moderate, or severe TBI at two ages: 'Young' (age at injury: 3-7 years, n = 48) and 'Old': (age at injury: 8-12 years, n = 36). Comparisons between the young and old TBI groups resulted in inconsistent findings. While a dose-response relationship for severity was evident for the young group, this was not always the case for the old group. Significant predictors of outcome included both severity and acute intellectual function.<p /> <p>Language: en</p>",
language="en",
issn="0960-2011",
doi="10.1080/09602010902732868",
url="http://dx.doi.org/10.1080/09602010902732868"
}