This study examined the sensitivity of diffusion tensor imaging (DTI) to microstructural white matter (WM) damage in mild and moderate pediatric traumatic brain injury (TBI). Fourteen children with TBI and 14 controls ages 10-18 had DTI scans and neurocognitive evaluations at 6-12 months post-injury. Groups did not differ in intelligence, but children with TBI showed slower processing speed, working memory and executive deficits, and greater behavioral dysregulation. The TBI group had lower fractional anisotropy (FA) in three WM regions: inferior frontal, superior frontal, and supracallosal. There were no group differences in corpus callosum. FA in the frontal and supracallosal regions was correlated with executive functioning. Supracallosal FA was also correlated with motor speed. Behavior ratings showed correlations with supracallosal FA. Parent-reported executive deficits were inversely correlated with FA. Results suggest that DTI measures are sensitive to long-term WM changes and associated with cognitive functioning following pediatric TBI.

Previously reported reductions of CC size in ADHD samples do not appear to be a result of chronic stimulant treatment. The current study suggested a trend toward normalization of splenium size for participants treated with stimulant medication.

The training environment of a graduate program can impact students’ decisions about pursuing an academic position. This article describes the training environment at The University of Texas at Austin. Results of a survey of current students and graduates who have pursued academic careers are presented. Outcomes of the survey suggest that students are attracted to academia because of the variety of job responsibilities. Students who choose applied practice do so because they want to work directly with children, adolescents, and families. Students who choose either career path do so because of the desirable aspects of that career rather than because they are trying to avoid the undesirable aspects of the other career. Implications for training doctoral students who are interested in academic positions are discussed.

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