Bidirectional effects of behavior problems and parenting behaviors following adolescent brain injury.

2021 ◽  
Vol 66 (3) ◽  
pp. 273-285
Author(s):  
Emily L. Moscato ◽  
James Peugh ◽  
H. Gerry Taylor ◽  
Terry Stancin ◽  
Michael W. Kirkwood ◽  
...  
Keyword(s):  
Brain Injury ◽  
Behavior Problems ◽  
Parenting Behaviors ◽  
Bidirectional Effects

Validation of the Memory and Behavior Problems Checklist-1990R for use in acquired brain injury

Brain Injury ◽  
2007 ◽  
Vol 21 (8) ◽  
pp. 817-824 ◽  
Author(s):  
Diana Jackson ◽  
Lynne Turner-Stokes ◽  
Joanna Murray ◽  
Morven Leese
Keyword(s):  
Brain Injury ◽  
Behavior Problems ◽  
Acquired Brain Injury ◽  
And Behavior

scholarly journals Recovery Trajectories of Child and Family Outcomes Following Online Family Problem-Solving Therapy for Children and Adolescents after Traumatic Brain Injury

2019 ◽  
Vol 25 (09) ◽  
pp. 941-949 ◽  
Author(s):  
Shari L. Wade ◽  
Allison P. Fisher ◽  
Eloise E. Kaizar ◽  
Keith O. Yeates ◽  
H. Gerry Taylor ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Problem Solving ◽  
Behavior Problems ◽  
Family Functioning ◽  
Group Differences ◽  
Significant Group ◽  
Problem Solving Therapy ◽  
Family Outcomes ◽  
Family Problem

AbstractObjectives: We conducted joint analyses from five randomized clinical trials (RCTs) of online family problem-solving therapy (OFPST) for children with traumatic brain injury (TBI) to identify child and parent outcomes most sensitive to OFPST and trajectories of recovery over time. Methods: We examined data from 359 children with complicated mild to severe TBI, aged 5–18, randomized to OFPST or a control condition. Using profile analyses, we examined group differences on parent-reported child (internalizing and externalizing behavior problems, executive function behaviors, social competence) and family outcomes (parental depression, psychological distress, family functioning, parent–child conflict). Results: We found a main effect for measure for both child and family outcomes [F(3, 731) = 7.35, p < .001; F(3, 532) = 4.79, p = .003, respectively], reflecting differing degrees of improvement across measures for both groups. Significant group-by-time interactions indicated that children and families in the OFPST group had fewer problems than controls at both 6 and 18 months post baseline [t(731) = −5.15, p < .001, and t(731) = −3.90, p = .002, respectively, for child outcomes; t(532) = −4.81, p < .001, and t(532) = −3.80, p < .001, respectively, for family outcomes]. Conclusions: The results suggest limited differences in the measures’ responsiveness to treatment while highlighting OFPST’s utility in improving both child behavior problems and parent/family functioning. Group differences were greatest at treatment completion and after extended time post treatment.

scholarly journals The relationship of parental warm responsiveness and negativity to emerging behavior problems following traumatic brain injury in young children.

2011 ◽  
Vol 47 (1) ◽  
pp. 119-133 ◽  
Author(s):  
Shari L. Wade ◽  
Amy Cassedy ◽  
Nicolay C. Walz ◽  
H. Gerry Taylor ◽  
Terry Stancin ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Young Children ◽  
Behavior Problems ◽  
Relationship Of ◽  
The Relationship

Feedback learning and behavior problems after pediatric traumatic brain injury

2016 ◽  
Vol 46 (7) ◽  
pp. 1473-1484 ◽  
Author(s):  
M. Königs ◽  
L. W. E. van Heurn ◽  
R. J. Vermeulen ◽  
J. C. Goslings ◽  
J. S. K. Luitse ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Behavior Problems ◽  
Externalizing Problems ◽  
Parent Ratings ◽  
Pediatric Traumatic Brain Injury ◽  
Learning Context ◽  
Post Injury ◽  
Feedback Learning ◽  
Severe Tbi

BackgroundFeedback learning is essential for behavioral development. We investigated feedback learning in relation to behavior problems after pediatric traumatic brain injury (TBI).MethodChildren aged 6–13 years diagnosed with TBI (n= 112; 1.7 years post-injury) were compared with children with traumatic control (TC) injury (n= 52). TBI severity was defined as mild TBI without risk factors for complicated TBI (mildRF−TBI,n= 24), mild TBI with ⩾1 risk factor for complicated TBI (mildRF+TBI,n= 51) and moderate/severe TBI (n= 37). The Probabilistic Learning Test was used to measure feedback learning, assessing the effects of inconsistent feedback on learning and generalization of learning from the learning context to novel contexts. The relation between feedback learning and behavioral functioning rated by parents and teachers was explored.ResultsNo evidence was found for an effect of TBI on learning from inconsistent feedback, while the moderate/severe TBI group showed impaired generalization of learning from the learning context to novel contexts (p= 0.03,d= −0.51). Furthermore, the mildRF+TBI and moderate/severe TBI groups had higher parent and teacher ratings of internalizing problems (p's⩽ 0.04,d's ⩾ 0.47) than the TC group, while the moderate/severe TBI group also had higher parent ratings of externalizing problems (p= 0.006,d= 0.58). Importantly, poorer generalization of learning predicted higher parent ratings of externalizing problems in children with TBI (p= 0.03,β= −0.21) and had diagnostic utility for the identification of children with TBI and clinically significant externalizing behavior problems (area under the curve = 0.77,p= 0.001).ConclusionsModerate/severe pediatric TBI has a negative impact on generalization of learning, which may contribute to post-injury externalizing problems.

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