Does brain damage caused by stroke versus trauma have different neuropsychological outcomes? A lesion-matched multiple case study

Harris, Shana; Bowren, Mark; Anderson, Steven W.; Tranel, Daniel

doi:10.1080/23279095.2022.2033242

Cited by 3 publications

(1 citation statement)

References 38 publications

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“…To account for this potential limitation, we examined the contribution of etiology as a factor in our models and all lesions were identified as focal on neuroimaging. Importantly, recent work has shown patients who sustained TBIs, identified on neuroimaging, and those who sustained strokes have equivalent outcomes when matched for lesion volume and location (see Harris et al, 2022). This work supports the use of heterogeneous etiologies when accounting for relevant lesion variables.…”

Section: Discussionmentioning

confidence: 99%

Academic skills after brain injury: A lifespan perspective.

Sullivan¹,

Bowren²,

Bruss³

et al. 2022

Neuropsychology

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Objectives: This study investigated academic skills outcomes after brain injury and identified the influence of age and injury factors across the lifespan. Method: Our sample included 651 participants with focal brain lesions. Math, reading, and spelling data from the Wide Range Achievement Test (WRAT) were used as the academic skills outcomes. Age of lesion onset ranged from 0 to 85 years old. Linear regressions were conducted to identify the relation between age and injury factors and academic skills outcomes. Lesionsymptom mapping was conducted to identify the brain areas that, when lesioned, were associated with deficits in academic skills. Results: A quadratic model of age of lesion onset significantly predicted math (R 2 = .28, p < .001), reading (R 2 = .29, p < .001), and spelling outcomes (R 2 = .32, p < .001), while accounting for various covariates. Education, sex, lesion size and laterality, etiology, and seizure history were additional reliable predictors of academic skills outcomes across the lifespan. Academic skill deficits were associated with damage to various brain areas across the left-hemisphere frontal, temporal, and parietal lobes, the insular area, and left-and right-hemisphere white matter. Conclusions: This study supports age of lesion onset as a relevant predictor of academic skills after brain injury in a lifespan sample. Several other variables (e.g., education, sex, lesion characteristics, and seizure history) are notable in the prediction of outcomes across the lifespan. Future work could investigate more diverse samples and emphasize recruitment of early onset injuries to examine generalizability and potential critical periods for academic skills.

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Section: Discussionmentioning

confidence: 99%