[Formula: see text] Differences between parent- and teacher-reported executive functioning behaviors after traumatic injuries.

IF 1.6 3区 心理学 Q3 CLINICAL NEUROLOGY
Child Neuropsychology Pub Date : 2024-11-01 Epub Date: 2024-02-13 DOI:10.1080/09297049.2024.2314957
Lisa M Gies, James D Lynch, KellyAnn Bonanno, Nanhua Zhang, Keith Owen Yeates, H Gerry Taylor, Shari L Wade
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引用次数: 0

Abstract

Deficits in executive functioning (EF) behaviors are very common following pediatric traumatic brain injury (TBI) and can linger well after acute injury recovery. Raters from multiple settings provide information that may not be appreciated otherwise. We examined differences between parent and teacher ratings of EF using data examining longitudinal outcomes following pediatric TBI in comparison to orthopedic injury (OI). We used linear mixed models to determine the association of rater type and injury type with scores on the Behavior Rating Inventory of Executive Functioning (BRIEF). After controlling for demographic variables, rater type and injury type accounted for a small but significant proportion of the variance in EF. Teachers' ratings on the BRIEF were significantly higher than parent ratings for global EF and metacognition, but not for behavior regulation, regardless of injury type, indicating greater EF concerns. All BRIEF ratings, whether from teachers or parents, were higher for children with TBI than for those with OI. Results suggest that parents and teachers provide unique information regarding EF following traumatic injuries and that obtaining ratings from persons who observe children at school as well as at home can result in a better understanding of situation-specific variability in outcomes.

外伤后家长和教师报告的执行功能行为之间的差异。
执行功能(EF)行为的缺陷在小儿脑外伤(TBI)后非常常见,并可能在急性损伤恢复后长期存在。来自多个环境的评分者提供的信息可能无法以其他方式加以了解。我们利用小儿创伤性脑损伤后的纵向结果与矫形损伤(OI)后的纵向结果的对比数据,研究了家长和教师对 EF 评分之间的差异。我们使用线性混合模型来确定评分者类型和损伤类型与执行功能行为评分量表(BRIEF)得分之间的关联。在对人口统计学变量进行控制后,评分者类型和受伤类型在EF变异中所占比例虽小,但意义重大。在整体执行力和元认知方面,教师对 BRIEF 的评分明显高于家长的评分,但在行为调节方面,无论受伤类型如何,教师的评分均不高于家长的评分,这表明教师对执行力的关注程度更高。无论是教师还是家长,对创伤性脑损伤儿童的所有 BRIEF 评分均高于对开放性损伤儿童的评分。研究结果表明,家长和教师能提供有关创伤后EF的独特信息,而且从在学校和家中观察儿童的人那里获得评分能更好地了解特定情况下的结果差异。
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来源期刊
Child Neuropsychology
Child Neuropsychology 医学-临床神经学
CiteScore
4.10
自引率
9.10%
发文量
71
审稿时长
>12 weeks
期刊介绍: The purposes of Child Neuropsychology are to: publish research on the neuropsychological effects of disorders which affect brain functioning in children and adolescents, publish research on the neuropsychological dimensions of development in childhood and adolescence and promote the integration of theory, method and research findings in child/developmental neuropsychology. The primary emphasis of Child Neuropsychology is to publish original empirical research. Theoretical and methodological papers and theoretically relevant case studies are welcome. Critical reviews of topics pertinent to child/developmental neuropsychology are encouraged. Emphases of interest include the following: information processing mechanisms; the impact of injury or disease on neuropsychological functioning; behavioral cognitive and pharmacological approaches to treatment/intervention; psychosocial correlates of neuropsychological dysfunction; definitive normative, reliability, and validity studies of psychometric and other procedures used in the neuropsychological assessment of children and adolescents. Articles on both normal and dysfunctional development that are relevant to the aforementioned dimensions are welcome. Multiple approaches (e.g., basic, applied, clinical) and multiple methodologies (e.g., cross-sectional, longitudinal, experimental, multivariate, correlational) are appropriate. Books, media, and software reviews will be published.
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