Cognitive and academic achievement changes associated with day hospital rehabilitation in children with acquired brain injury
An evaluation was made of the outcome of a day hospital rehabilitation program for children who experienced an acquired neurological illness, mainly traumatic brain injury. Participants were administered neuropsychological and academic evaluations upon entry to the program, immediately upon discharge and several months after discharge Repeated measures ANOVA results for variables selected from the Reynolds Intellectual Assessment and the Delis-Kaplan Executive Function System found that comparisons showed significant (≥p < .01) improvement occurred between the first and second assessment, generally with large effect sizes. There were some nonsignificant decrements in performance between the discharge and follow-up assessments. A correlational analysis showed that while the association between cognitive function and academic achievement was robust, correlation coefficients did not differ in strength before and following rehabilitation. The study demonstrates significant improvement in children with acquired neurological disorders following rehabilitation. 2016 Copyright © Taylor & Francis Group, LLC
Academic skills; assessment; cognition; recovery; rehabilitation
Thaler, N. S.,
Cognitive and academic achievement changes associated with day hospital rehabilitation in children with acquired brain injury.
Applied Neuropsychology: Child