SOCIAL DEVELOPMENT FOLLOWING PRE-SCHOOL BRAIN INJURY

这个子项目是利用由NIH/NCRR资助的中心拨款提供的资源的许多研究子项目之一。子项目和调查员(PI)可能从另一个NIH来源获得了主要资金，因此可能会出现在其他CRISE条目中。列出的机构是针对中心的，而不一定是针对调查员的机构。这项研究计划旨在检验短期和长期的社会结果，并测试学龄前几年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脑损伤的预测结果。将被测试的理论模型基于这样的假设，即脑创伤导致负责发展有效的SIP和良好的社会适应所需的神经心理能力的大脑网络功能障碍。该模型提出，社会工作能力低下的出现，至少部分应归因于社会能力缺陷。受伤前的儿童特征、受伤参数以及受伤前后的父母养育方式的影响也将被调查，以分离出创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.