SOCIAL DEVELOPMENT FOLLOWING PRE-SCHOOL BRAIN INJURY

本子项目是利用由NIH/NCRR资助的中心赠款提供的资源的众多研究子项目之一。子项目和研究者（PI）可能已经从另一个NIH来源获得了主要资金，因此可以在其他CRISP条目中表示。列出的机构是中心的，不一定是研究者的机构。该研究计划旨在检验短期和长期的社会结果，并测试在学前时期脑外伤后社会能力发展的模型。社会能力、社会信息处理技能和核心神经心理能力的缺陷是学龄前TBI的预测结果。待测试的理论模型基于这样的假设，即创伤性脑损伤导致负责有效SIP和良好社会适应所需的神经心理能力发展的大脑网络功能障碍。该模型提出，SIP赤字至少要对社会能力低下的出现负部分责任。研究人员还将调查损伤前儿童特征、损伤参数以及损伤前后父母教养方式的影响，以分离创伤性脑损伤对社会能力的影响。

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.