Comparison of indices of traumatic brain injury severity as predictors of neurobehavioral outcome in children

McDonald, Craig M.; Jaffe, Kenneth M.; Fay, Gayle C.; Polissar, Nayak L.; Martin, Kathleen M.; Liao, Shiquan; Rivara, J'May B.

doi:10.1016/0003-9993(94)90038-8

Cited by 66 publications

(68 citation statements)

References 31 publications

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“…McDonald and colleagues validated a pediatric measure of the return of orientation to time, place and person (i.e., the duration of post-traumatic amnesia). 32 Another study showed that each day's delay in re-establishing basic command-following predicted a 0.6-point reduction in the functional independence measure for children (WeeFIM) for ultimate recovery, and a two-day delay in achieving 50% of that recovery. 33 An important cohort study involving children in a vegetative state on day 30 confirmed a much better prognosis for traumatic injuries than for those caused by hypoxia-ischemia.…”

Section: Traumatic Brain Injurymentioning

confidence: 99%

Predicting outcome after childhood brain injury: Figure 1:

Forsyth¹,

Kirkham²

2012

CMAJ

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Section: Traumatic Brain Injurymentioning

confidence: 99%

Predicting outcome after childhood brain injury: Figure 1:

Forsyth¹,

Kirkham²

2012

CMAJ

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“…Both the total GCS score and the component scores have been significantly related to outcome during early [5]and late stages of recovery [25, 26]. Several investigators have determined that the duration of abnormal scores on the GCS motor scale or total scale is significantly related to outcome [25, 26]. …”

Section: Introductionmentioning

confidence: 99%

“…Increasing injury severity as reflected in lower GCS scores and increasing duration of impaired consciousness or post-traumatic amnesia is generally associated with decreasing functional competence at the time of discharge [24]as well as 6 months to several years after injury in pediatric populations [6, 13, 25]. Both the total GCS score and the component scores have been significantly related to outcome during early [5]and late stages of recovery [25, 26].…”

Section: Introductionmentioning

confidence: 99%

Predictors of Outcome following Traumatic Brain Injury in Young Children

et al. 2002

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The relationship between clinical and neuroimaging variables and multiple outcome measures was examined in a longitudinal, prospective study of 60 children less than 6 years of age who sustained either inflicted or noninflicted traumatic brain injury. Hierarchical multiple regression indicated that the modified Glasgow Coma Scale score, the duration of impaired consciousness and the number of intracranial lesions visualized on CT/MRI accounted for a significant amount of the variance in the Glasgow Outcome Scale (GOS), cognitive and motor scores at baseline, 3- and 12-month evaluations. Inflicted brain injury adversely affected both GOS and cognitive outcomes. Pupillary abnormalities were associated with poorer motor outcome. Neither age at injury nor the Injury Severity Score accounted for significant variability in outcomes.

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“…The duration of PTA has been found to be a significant indicator of neurobehavioral and functional outcome in children (McDonald et al, 1994). Other diagnostic procedures for determining the extent of brain injury include computed tomography (CT) and magnetic resonance imaging (MRI).…”

Section: Common Characteristicsmentioning

confidence: 99%

Common Pediatric Disabilities: Medical Aspects and Educational Implications

Tyler¹,

Colson²

2017

Exceptional

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The recent movement to include students with disabilities in general education classrooms poses a variety of challenges to school personnel. Many classrooms are now accommodating a wider variety of diversity, including a significant group of students with complex medical disorders (Smith & Luckasson, 1992;Stainback & Stainback, 1989). Successful inclusion of these students will depend on educators having a more comprehensive understanding of these disabilities and learning to collaborate with medical personnel.Advances in medical technology have changed the course for students in several ways. For example, it has dramatically increased the survival rate of at-risk neonates, as well as reduced the risk of life-threatening complications commonly associated with many disabilities (Brown, 1993;Goldson, 1993;Warshaw, 1992). In addition, major progress has been made in the ability to determine the etiology of many disorders, and associated research has provided insights into multidisciplinary treatments and interventions. As these medical advances continue, more and more children with disabilities will be entering the general education classroom. It is imperative, therefore, that educators possess current information and the skills necessary to collaborate effectively with medical and ancillary personnel.This article provides a brief overview of common pediatric disabilities and their implications for educators. An increased understanding of these disabilities will enable educators to explain the child's disability to parents and general education teachers, to make appropriate referrals for students who have not been identified, and to facilitate the assessment process and thereby achieve more appropriate programming.In this article each disability is defined, and current information about incidence and causes is summarized. Diagnosis is also discussed, including common characteristics. The complications section covers information about associated deficits in the cognitive, language, motor, behavioral, and academic areas. Finally, multidisciplinary intervention approaches are described and a list of resources for obtaining additional information is provided.

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Comparison of indices of traumatic brain injury severity as predictors of neurobehavioral outcome in children

Cited by 66 publications

References 31 publications

Predicting outcome after childhood brain injury: Figure 1:

Predicting outcome after childhood brain injury: Figure 1:

Predictors of Outcome following Traumatic Brain Injury in Young Children

Common Pediatric Disabilities: Medical Aspects and Educational Implications

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