Participation outcomes for children with acquired brain injury: A narrative review

Tol, Erik van; Gorter, Jan Willem; DeMatteo, Carol; Meester-Delver, Anke

doi:10.3109/02699052.2011.613089

Cited by 60 publications

(43 citation statements)

References 50 publications

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“…Review 435 subscale or section) was explicitly used according to the study authors to measure participation, attendance, or involvement; 8,28,29 (2) the instrument used to assess participation was a quantitative measure that was clearly named and/or was accompanied by the original reference; (3) the instrument was used in a study with children diagnosed with ABI or CP; (4) the instrument was used in a study including children (age <19y); (5) the instrument was used in an article reporting on an empirical study; (6) the instrument was used in an article that was published in a peerreviewed journal.…”

Section: Eligibility Criteriamentioning

confidence: 99%

“…In addition, children with ABI and CP experience restricted participation across home, community, and school settings. [3][4][5][6][7][8][9] Over the last two decades, participation has received increasing attention as the ultimate outcome of rehabilitation. Participation is one of the key components of the International Classification of Functioning, Disability and Health (ICF).…”

mentioning

confidence: 99%

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Assessing participation of children with acquired brain injury and cerebral palsy: a systematic review of measurement properties

Resch

Kruijsbergen

Hurks

et al. 2020

Develop Med Child Neuro

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Aim To examine which instruments used to assess participation of children with acquired brain injury (ABI) or cerebral palsy (CP) align with attendance and/or involvement constructs of participation; and to systematically review measurement properties of these instruments in children with ABI or CP, to guide instrument selection. Method Five databases were searched. Instruments that quantified ‘attendance’ and/or ‘involvement’ aspects of participation according to the family of participation‐related constructs were selected. Data on measurement properties were extracted and methodological quality of the studies assessed. Results Thirty‐seven instruments were used to assess participation in children with ABI or CP. Of those, 12 measured attendance and/or involvement. The reliability, validity, and responsiveness of eight of these instruments were examined in 14 studies with children with ABI or CP. Sufficient measurement properties were reported for most of the measures, but no instrument had been assessed on all relevant properties. Moreover, most psychometric studies have marked methodological limitations. Interpretation Instruments to assess participation of children with ABI or CP should be selected carefully, as many available measures do not align with attendance and/or involvement. Evidence for measurement properties is limited, mainly caused by low methodological study quality. Future studies should follow recommended methodological guidelines. What this paper adds Twelve instruments used to assess participation of children with acquired brain injury (ABI) or cerebral palsy (CP) aligned with attendance/involvement. Seven instruments have some psychometric evidence supporting their use with children with CP. For children with ABI, only the Child and Adolescent Scale of Participation has shown preliminary evidence of measurement properties.

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Section: Eligibility Criteriamentioning

confidence: 99%

mentioning

confidence: 99%

Assessing participation of children with acquired brain injury and cerebral palsy: a systematic review of measurement properties

Resch

Kruijsbergen

Hurks

et al. 2020

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Studies of social adjustment reported poor self-esteem, loneliness, maladjustment, and social isolation, in the context of reduced emotional control and aggressive antisocial behavior (Andrews et al, 1998;Fletcher et al, 1990;Ganesalingam et al, 2011;Levin et al, 2009;Max et al, 1998;Yeates et al, 2010). These social difficulties are known to be associated with persisting psychological problems, reduced social participation, and reduced quality of life Cattelani et al, 1998;Van Tol et al, 2011). Studies of social cognition described impaired emotional recognition and social problem-solving as their most consistent findings (Hanten et al, 2008;Janusz et al, 2002;Tonks et al, 2001;Warshausky et al, 1997) Predictors Surprisingly few studies considered the impact of injury factors.…”

Section: Tbi and Social Outcomesmentioning

confidence: 99%

Social Function in Children and Adolescents after Traumatic Brain Injury: A Systematic Review 1989–2011

Rosema

Crowe

Anderson

2012

Journal of Neurotrauma

170

109

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Clinical reports and case studies suggest that traumatic brain injury (TBI) can have significant social consequences, with social dysfunction reported to be the most debilitating problem for child and adolescent survivors. From a social neuroscience perspective, evidence suggests that social skills are not localized to a specific brain region, but are mediated by an integrated neural network. Many components of this network are susceptible to disruption in the context of TBI. In early development, a brain injury can disrupt this neural network while it is in the process of being established, resulting in social dysfunction. In order to clarify the prevalence and nature of social dysfunction after child TBI, studies of social outcomes in children and adolescents after TBI over the last 23 years have been reviewed. Despite casting a wide net initially, only 28 articles met review criteria. These studies were characterized by methodological weaknesses, including variations in definitions of TBI, limited assessment tools, reliance on parent reports, small sample sizes, and absent control groups. Despite these limitations, the weight of evidence confirmed an elevated risk of social impairment in the context of moderate and severe injury. While rarely examined, younger age at insult, pathology to frontal regions and the corpus callosum, and social disadvantage and family dysfunction may also increase the likelihood of social difficulties. More research is needed to obtain an accurate picture of social outcomes post-brain injury.

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“…14 Similarly, restricted involvement and changes in the intensity and diversity of participation in activities, in the home, school and community environments have been seen up to four years post-injury. 2,[15][16][17][18] To date, few of these studies have focused on early outcomes, which may provide a base for understanding ''brain effects'' as distinct from problems that relate more so to longer-term adjustment and re-integration difficulties.…”

Section: Introductionmentioning

confidence: 99%

Social and Behavioral Outcomes: Pre-Injury to Six Months following Childhood Traumatic Brain Injury

Catroppa

Crossley

Hearps

et al. 2015

Journal of Neurotrauma

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This study aimed to extend the limited research investigating social and behavioral outcomes following childhood traumatic brain injury (TBI). The study compared pre-and post-injury measures of these skills and investigated the role of pre-injury child status and pre-injury family functioning in the prediction of outcome at six months post-injury. A secondary aim was to compare rates of impairment at six months post-injury between children post-TBI and a typically developing (TD) control group. This study comprised 140 children, 97 survivors of TBI (67 males) and 43 TD children (24 males), matched for age, sex, and socio-economic status. All participants were ascertained between 2007 and 2010, and were between ages 5.5 and 15.0 years. Children with TBI represented consecutive hospital admissions and were recruited at time of injury into a longitudinal study. TD children were recruited from the community, through local schools chosen to provide a range of socio-economic backgrounds. Findings indicated a deterioration of social participation skills post-injury, particularly for those sustaining a more severe injury, and a consistently higher rate of impairment in social and behavioral outcomes in the TBI group. Pre-injury function, injury severity and restrictions to social participation (e.g., reduced sport activities) as recommended by clinicians contributed significantly to outcome. Difficulties are evident in the short-term post-childhood TBI in social and behavioral domains. It is essential to monitor children long-term, particularly as societal expectations and demands increase.

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Participation outcomes for children with acquired brain injury: A narrative review

Cited by 60 publications

References 50 publications

Assessing participation of children with acquired brain injury and cerebral palsy: a systematic review of measurement properties

Assessing participation of children with acquired brain injury and cerebral palsy: a systematic review of measurement properties

Social Function in Children and Adolescents after Traumatic Brain Injury: A Systematic Review 1989–2011

Social and Behavioral Outcomes: Pre-Injury to Six Months following Childhood Traumatic Brain Injury

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