Social Competence With Peers Following Early Childhood Traumatic Brain Injury

儿童早期创伤性脑损伤后与同龄人的社交能力

• 批准号: 7659583
• 负责人: NICOLAY CHERTKOFF WALZ
• 金额: $ 7.5万
• 依托单位: CINCINNATI CHILDRENS HOSP MED CTR
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-08-01 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7659583
• 关键词: 6 year old; Academic achievement; Age-Years; Behavior; Brain; Child; Childhood; Childhood Injury; Cognitive; Development; Environment; Exhibits; Failure; Family; Family Characteristics; Foundations; Friends; Friendships; Funding; Injury; Intervention; Investigation; Leadership; Link; Measures; Mediating; Methodology; Nature; Nursery Schools; Orthopedics; Outcome; Outcomes Research; Parenting behavior; Peer Group; Prospective Studies; Quality of life; Recording of previous events; Recovery; Relative (related person); Research; Role; School-Age Population; Schools; Severities; Social Behavior; Social Environment; Social Interaction; Testing; Time; Traumatic Brain Injury; Well in self; age group; base; developmental psychology; disability; early childhood; emotional adjustment; high risk; improved; information processing; injured; model development; neglect; neurobehavioral; neuropsychological; peer; skills; social; social skills; success; teacher; therapy development

DESCRIPTION (provided by applicant): Traumatic brain injury (TBI) in children has serious neurobehavioral consequences and is a leading cause of lifelong disability. Despite concern that the social deficits following TBI may be more debilitating than the cognitive and physical consequences, minimal research has focused on social outcomes and no research has directly assessed relationships with peers. Social competence with peers requires successful social interactions, abilities to develop and sustain friendships, and acceptance into peer groups. Long-term social competence with peers and others following TBI has particular relevance for young children, yet this age group has been neglected in TBI outcome research. Development of social competence during the preschool and the early school-age years has been linked to later academic success and emotional well-being. Due to the timing and nature of the insult to the brain, children suffering TBI during the preschool years are at high risk for deficits in the neuropsychological abilities that lay the foundation for social information processing skills and influence social behavior and adjustment. Research on social outcomes following pediatric TBI has not kept pace with theoretical and methodological advances made in the field of developmental psychology regarding the development of social competence with peers. Our research group is currently conducting two integrated NIH-funded studies of child and family outcomes of TBI. The current application seeks funding to expand our investigation by evaluating social competence with peers during the early school years (2nd through 4th grade) in children who were originally injured between 3-6 years of age (and are therefore at least 18 months post- injury). The study will be the first prospective study of later adjustment with peers. We propose to follow at least 30 children with TBI and 30 children with orthopedic injury (OI) using a classroom-based assessment of social competence with peers. We hypothesize that children with a history of TBI will demonstrate deficits in peer interactions, relationships, and group acceptance relative to children with a history of OI. We will explore the linkages between neuropsychological abilities, social information processing skills, and later peer relationship outcomes in children with a history of TBI. We will also begin to explore injury severity and family factors that may influence social competence with peers. The study utilizes a well-developed theoretical framework and the associated classroom-based methodology drawn from the field of developmental psychology. Findings will inform the development of interventions to improve peer relationships after TBI. Development of social competence during the preschool and the early school-age years has been linked to later academic success and emotional well-being. Failure to understand social outcomes following early childhood TBI impedes our ability to develop empirically-supported interventions that have the potential to impact a child's quality of life, academic achievement, and emotional adjustment following TBI.

描述（由申请人提供）：儿童创伤性脑损伤（TBI）具有严重的神经行为后果，是终身残疾的主要原因。尽管人们担心TBI后的社会缺陷可能比认知和身体后果更令人衰弱，但很少有研究关注社会结果，也没有研究直接评估与同龄人的关系。与同龄人的社交能力需要成功的社交互动，发展和维持友谊的能力，以及被同龄人接受的能力。TBI后与同龄人和其他人的长期社会能力对幼儿特别重要，但这个年龄组在TBI结果研究中被忽视了。学前和学龄早期社会能力的发展与后来的学业成功和情感幸福有关。由于对大脑的侮辱的时间和性质，在学龄前遭受TBI的儿童在神经心理能力方面的缺陷风险很高，这些能力为社会信息处理技能奠定了基础，并影响社会行为和调整。儿童创伤性脑损伤后的社会结果研究没有跟上发展心理学领域在与同龄人发展社会能力方面取得的理论和方法进步。我们的研究小组目前正在进行两项由NIH资助的TBI儿童和家庭结局的综合研究。目前的申请寻求资金，以扩大我们的调查，通过评估社会能力与同龄人在早期学校（2日至4年级）的儿童谁是最初受伤的3-6岁（因此至少18个月后受伤）。这项研究将是第一项关于以后与同龄人适应的前瞻性研究。我们建议至少随访30名TBI儿童和30名骨科损伤（OI）儿童，使用基于课堂的同伴社交能力评估。我们假设，与有创伤性脑损伤史的儿童相比，有创伤性脑损伤史的儿童在同伴互动、人际关系和群体接纳方面表现出缺陷。我们将探讨有创伤性脑损伤病史的儿童的神经心理学能力、社会信息处理技能和后来的同伴关系结果之间的联系。我们也将开始探讨伤害的严重程度和家庭因素，可能会影响与同龄人的社会能力。本研究采用了发展心理学领域的一个成熟的理论框架和相关的课堂教学方法。调查结果将为制定干预措施以改善TBI后的同伴关系提供信息。学前和学龄早期社会能力的发展与后来的学业成功和情感幸福有关。不了解儿童早期TBI后的社会结果阻碍了我们制定有可能影响儿童TBI后的生活质量，学业成就和情绪调整的医疗支持干预措施的能力。