Research Reports - Do children who sustain traumatic brain injury in early childhood need and receive academic services 7 years after injury?

 J Dev Behav Pediatr. 2017 Sep 21. doi: 10.1097/DBP.0000000000000489. [Epub ahead
of print]

Kingery KM(1), Narad ME, Taylor HG, Yeates KO, Stancin T, Wade SL.

OBJECTIVE: To 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.
METHODS: Fifty-eight (16 severe, 14 moderate, 28 complicated mild) 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 moderate and severe TBI had significantly greater rates of
need than those with OI. A greater proportion of the severe TBI sample was
receiving academic services at long-term follow-up than the OI and complicated
mild 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. Rates of unmet need
were high and similar across injury groups (46.2%-63.6%).
CONCLUSION: The need for academic services among patients who sustained a TBI
during early childhood remains high 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. 

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