Unraveling the Association between Pediatric Traumatic Brain Injury and Social Dysfunction: The Mediating Role of Self-Regulation

Ryan, Nicholas; Reyes, Jonathan; Crossley, Louise; Beauchamp, Miriam H.; Catroppa, Cathy; Anderson, Vicki

doi:10.1089/neu.2018.6308

Cited by 19 publications

(10 citation statements)

References 61 publications

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“…EF are critical to everyday functioning and provide a basis for successful social interactions and relationships by allowing children to integrate feedback, react flexibly to changes in routine, respect turn‐taking, or inhibit negative reactions (Ganesalingam et al., 2011). These skills are directly linked to establishing socially appropriate behaviours and meaningful social relationships (Ganesalingam et al., 2011; Ryan et al., 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Previous work in the area of social development has investigated individual predictors of SC and specific aspects of social behaviour in healthy (Hughes & Ensor, 2011) and clinical populations, such as autism spectrum disorders ([ASD]; Haigh, Walsh, Mazefsky, Minshew, & Eack, 2018). SOCIAL has also been used to shape the investigation of social functioning in paediatric traumatic brain injury (Ryan et al., 2019), though not comprehensively. The present study thus represents the first effort to empirically test all domains of the model jointly.…”

Section: Discussionmentioning

confidence: 99%

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Social competence in early childhood: An empirical validation of the SOCIAL model

Tuerk

Anderson

Bernier

et al. 2020

Journal of Neuropsychology

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Social skills are the basis of human interactions and functioning in society. Social competence (SC) is thought to evolve gradually during childhood and adolescence via the interplay of multiple factors. In particular, the early years of life are marked by the emergence of basic social abilities and constitute the foundation for successful social development. The biopsychosocial SOcio‐Cognitive Integration of Abilities modeL (SOCIAL) posits that internal (child‐based), external (environment), and cognitive factors are critical to SC in the context of normal brain maturation; but this has yet to be shown empirically and comprehensively. This study tested the SOCIAL model in a sample of typically developing preschool children. Parents of 103 children (M = 67.59 months, SD = 11.65) completed questionnaires and children underwent neuropsychological assessment of executive functioning (EF), communication skills and social cognition. Three‐step hierarchical regression analyses (1) Internal factors, 2) External factors, 3) Cognitive factors) confirmed that each step of the regression model significantly predicted SC. In the final model, general cognitive and socio‐cognitive factors significantly predicted SC above and beyond internal and external factors: children with lower temperamental negative affect and less parent‐reported executive dysfunction, as well as better non‐verbal communication and theory of mind had better SC. Our findings support the conceptual SOCIAL model, and highlight the importance of internal, external, and cognitive factors for SC in the preschool years. Identification of factors associated with early social development can inform both normative and clinical approaches to identifying intervention loci and optimizing SC in those at risk for maladaptive social functioning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Social competence in early childhood: An empirical validation of the SOCIAL model

Tuerk

Anderson

Bernier

et al. 2020

Journal of Neuropsychology

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“…For this reason, early brain insult likely affects the maturation of the frontal and temporal cortices, as well as the white matter pathways connecting them to other areas of the brain. Such disruption is known to have detrimental and long-term consequences on the development of critical neurobehavioral functions localized within these regions, such as executive function (10,11), learning and memory (12), emotional control (13), behavioral self-regulation (14), and social adaptive behavior (15).…”

Section: Introductionmentioning

confidence: 99%

Longitudinal Neuroimaging in Pediatric Traumatic Brain Injury: Current State and Consideration of Factors That Influence Recovery

et al. 2019

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Traumatic brain injury (TBI) is a leading cause of death and disability for children and adolescents in the U.S. and other developed and developing countries. Injury to the immature brain varies greatly from that of the mature, adult brain due to numerous developmental, pre-injury, and injury-related factors that work together to influence the trajectory of recovery during the course of typical brain development. Substantial damage to brain structure often underlies subsequent functional limitations that persist for years following pediatric TBI. Advances in neuroimaging have established an important role in the acute management of pediatric TBI, and magnetic resonance imaging (MRI) techniques have a particular relevance for the sequential assessment of long-term consequences from injuries sustained to the developing brain. The present paper will discuss the various factors that influence recovery and review the findings from the present neuroimaging literature to assess altered development and long-term outcome following pediatric TBI. Four MR-based neuroimaging modalities have been used to examine recovery from pediatric TBI longitudinally: (1) T 1 -weighted structural MRI is sensitive to morphological changes in gray matter volume and cortical thickness, (2) diffusion-weighted MRI is sensitive to changes in the microstructural integrity of white matter, (3) MR spectroscopy provides a sensitive assessment of metabolic and neurochemical alterations in the brain, and (4) functional MRI provides insight into the functional changes that occur as a result of structural damage and typical developmental processes. As reviewed in this paper, 13 cohorts have contributed to only 20 studies published to date using neuroimaging to examine longitudinal changes after TBI in pediatric patients. The results of these studies demonstrate considerable heterogeneity in post-injury outcome; however, the existing literature consistently shows that alterations in brain structure, function, and metabolism can persist for an extended period of time post-injury. With larger sample sizes and multi-site cooperation, future studies will be able to further examine potential moderators of outcome, such as the developmental, pre-injury, and injury-related factors discussed in the present review.

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“…In other words, EF may impact AF indirectly rather than directly, which could make this association difficult to detect reliably. It is also possible that specific facets of EF, such as selfregulation, may mediate adaptive behavioral outcomes following TBI (Ryan et al, 2019), while other facets of EF do not. Using a measure of global EF may therefore obscure significant associations.…”

Section: Discussionmentioning

confidence: 99%

Early Brain Injury and Adaptive Functioning in Middle Childhood: The Mediating Role of Pragmatic Language

Hendrix

King

Wise

et al. 2020

J Int Neuropsychol Soc

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Objective: Traumatic brain injuries (TBIs) often adversely affect adaptive functioning (AF). However, the cognitive mechanisms by which AF is disrupted are not well understood in young children who sustain TBI. This study examined pragmatic language (PL) and executive functioning (EF) as potential mechanisms for AF disruption in children with early, predominantly mild-complicated, TBI. Method: The sample consisted of 76 children between the ages of 6 and 10 years old who sustained a TBI (n = 36) or orthopedic injury (OI; n = 40) before 6 years of age and at least 1 year prior to testing (M = 4.86 years, SD = 1.59). Children’s performance on a PL and an expressive vocabulary task (which served as a control task), and parent report of child’s EF and AF were examined at two time points 1 year apart (i.e., at age 8 and at age 9 years). Results: Injury type (TBI vs. OI) significantly predicted child’s social and conceptual, but not practical, AF. Results indicated that PL, and not expressive vocabulary or EF at time 1, mediated the relationship between injury type and both social and conceptual AF at time 2. Conclusions: A TBI during early childhood appears to subtly, but uniquely, disrupt complex language skills (i.e., PL), which in turn may disrupt subsequent social and conceptual AF in middle childhood. Additional longitudinal research that examines different aspects of PL and adaptive outcomes into adolescence is warranted.

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Unraveling the Association between Pediatric Traumatic Brain Injury and Social Dysfunction: The Mediating Role of Self-Regulation

Cited by 19 publications

References 61 publications

Social competence in early childhood: An empirical validation of the SOCIAL model

Social competence in early childhood: An empirical validation of the SOCIAL model

Longitudinal Neuroimaging in Pediatric Traumatic Brain Injury: Current State and Consideration of Factors That Influence Recovery

Early Brain Injury and Adaptive Functioning in Middle Childhood: The Mediating Role of Pragmatic Language

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