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Differences between parent- and teacher-reported executive functioning behaviors after traumatic injuries.

Lisa M Gies1,2, James D Lynch2,3, KellyAnn Bonanno1,2

  • 1Division of Physical Medicine and Rehabilitation, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|February 13, 2024
PubMed
Summary
This summary is machine-generated.

Teachers report more executive functioning (EF) concerns than parents after pediatric brain injury. Both parent and teacher ratings show greater EF deficits in children with traumatic brain injury (TBI) compared to orthopedic injury (OI).

Keywords:
Behavior Rating Inventory of Executive FunctionPediatric traumatic brain injuryexecutive functioningparent-report measuresteacher-report measures

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Rehabilitation Medicine

Background:

  • Executive functioning (EF) deficits are common after pediatric traumatic brain injury (TBI) and persist post-recovery.
  • Information from multiple raters (parents, teachers) offers a comprehensive view of EF behaviors.
  • Understanding rater differences is crucial for assessing outcomes after pediatric injury.

Purpose of the Study:

  • To compare parent and teacher ratings of executive functioning (EF) in children with pediatric traumatic brain injury (TBI).
  • To examine differences in EF ratings between children with TBI and those with orthopedic injury (OI).
  • To assess the influence of rater type and injury type on longitudinal EF outcomes.

Main Methods:

  • Utilized data from longitudinal studies of pediatric TBI and orthopedic injury (OI).
  • Employed linear mixed models to analyze scores from the Behavior Rating Inventory of Executive Functioning (BRIEF).
  • Controlled for demographic variables to isolate the effects of rater type and injury type.

Main Results:

  • Teacher ratings on the BRIEF were significantly higher than parent ratings for global EF and metacognition, indicating more perceived concerns.
  • Both parent and teacher ratings were significantly higher for children with TBI compared to children with OI across all BRIEF measures.
  • Rater type and injury type explained a small but significant portion of the variance in executive functioning scores.

Conclusions:

  • Parents and teachers provide distinct, valuable information regarding executive functioning (EF) following pediatric traumatic injuries.
  • Teacher ratings suggest greater executive functioning concerns, particularly in metacognition, irrespective of injury type.
  • Collecting ratings from both home and school settings enhances understanding of situation-specific executive functioning variability after injury.