Objective
Examine the prevalence of academic need, academic service utilization, and unmet need as well as factors associated with academic service utilization 6.8 years after traumatic brain injury (TBI) in early childhood.
Method
58 (16 severe, 42 moderate) children with TBI and 72 children with orthopedic injury (OI) completed the long-term follow-up 6.8 years after injury in early childhood (ages 3–7 years). Injury group differences in rates of need for academic services, academic service utilization, and unmet need as well as factors associated with service utilization and unmet need were examined.
Results
Students with TBI (both moderate and severe) had significantly greater rates of need than those with OI. A greater proportion of the severe TBI sample were receiving academic services at long-term follow-up than other injury groups; however, among those with an identified need, injury group did not affect academic service utilization. Below average IQ/Achievement scores was the only area of need predictive of academic service utilization. Rate of unmet need was high across injury groups (46.2%–63.0%); with rates in the moderate TBI group greater than the OI group (although similar to the severe TBI group).
Conclusion
There is a high need for academic services among patients with a history of TBI during the preschool years 6.8 years post injury. Findings underscore the importance of continued monitoring of behaviors and academic performance in students with a history of early childhood TBI. This may be especially true among children with less severe injuries who are at risk for being underserved.