SOCIAL DEVELOPMENT FOLLOWING PRE-SCHOOL BRAIN INJURY

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This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. The research plan is designed to examine short- and long-term social outcomes and to test a model of the development of social competence following TBI during the preschool years. Deficits in social competence, social information processing (SIP) skills, and core neuropsychological abilities are predicted outcomes of preschool TBI. The theoretical model to be tested rests on the assumption that TBI causes dysfunction of the brain networks responsible for the development of neuropsychological abilities needed for effective SIP and good social adjustment. The model proposes that the SIP deficits are at least partially responsible for the emergence of poor social competence. The influences of pre-injury child characteristics, injury parameters, and pre- and post-injury parenting practices will also be investigated to isolate the effects of TBI on social competence.