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首页> 外文期刊>Neuropsychology >The Family Environment Predicts Long-Term Academic Achievement and Classroom Behavior Following Traumatic Brain Injury in Early Childhood
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The Family Environment Predicts Long-Term Academic Achievement and Classroom Behavior Following Traumatic Brain Injury in Early Childhood

机译：在幼儿期内创伤性脑损伤后，家庭环境预测了长期学术成果和课堂行为

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Objective: This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Method: Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. Results: The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. Conclusion: TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI.
机译：目的：本研究审查了家庭环境如何在幼儿期内创伤性脑损伤（TBI）之后学校的长期学术和行为运作。方法：使用并发队列，前瞻性设计，15名患有严重TBI的儿童，39名患有中度TBI，70名具有矫形损伤（OI），当学术成就和父母的测试时，他们受伤了3-7岁老师的学校绩效和行为平均持续683年的绩效评级。在受伤后不久，在长期随访后，家庭完成了家庭环境的父母心理困扰，家庭运作和质量的措施。分层线性回归分析学术成果及其协会的研究群体差异，以及早期和后来的家庭环境的措施。结果：严重的TBI集团，但不是温和TBI集团，比OI集团在所有成就测试中表现差，学术表现的父评级以及教师的内部化问题。更高质量的早期和晚期家庭环境预测了TBI和OI的儿童的更强的学术技能和更好的课堂行为。早期的家庭环境更加持续预测学术成就，而后期的家庭环境更加持续预测课堂功能。家庭环境的质量预测学术结果比父母心理困扰或家族功能更强烈。结论：幼儿早期TBI对学术成就和学校绩效和行为具有长期后果。更高质量的早期和后来的家庭环境预测了与TBI和oi儿童的儿童更好的学校成果。

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