Abstract

Executive functions are critical for school and social success. Although these functions are adversely affected by pediatric traumatic brain injury (TBI), recovery patterns are not well established. To examine 3-year trajectories of selected children's executive functions after TBI. This prospective cohort study was conducted from January 22, 2013, to September 30, 2015, with 3-year follow-up at the level I pediatric trauma centers Primary Children's Hospital in Salt Lake City, Utah and Children's Memorial Hermann Hospital in Houston, Texas. Study participants included children aged 2 to 15 years with TBI or orthopedic injury (OI) who were treated at the participating hospitals. Children were consecutively recruited and stratified by injury severity and age group. A total of 625 children consented and completed a baseline survey; 559 (89%) children completed at least 1 follow-up and composed the analysis cohort. It was hypothesized that recovery would differ by injury severity, age at injury, and sex. Data analyses were performed from June to October 2019. Growth curve models examined the pattern of change in the Emotional Control, Inhibit, Working Memory, and Plan-Organize subscales of the Behavior Rating Inventory of Executive Function (BRIEF) or BRIEF-Preschool. For all BRIEF subscales, higher scores indicate worse symptoms, and a score of 65 or greater represents clinical impairment. A total of 559 children (mean [SD] age, 8.6 [4.4] years; 356 boys [64%], 328 non-Hispanic White children [59%]) were included in the study: 155 (28%) children had mild TBI, 162 (29%) had complicated mild or moderate TBI, 90 (16%) had severe TBI, and 152 (27%) had OI. Growth curve trajectories varied by BRIEF subscale and injury severity. Overall, children with TBI did not return to their preinjury baseline, with a stepwise worsening of each outcome at 36 months by TBI severity compared with OI. Among children with severe TBI, trajectories accelerated fastest, indicating increased problems, from injury to 12 months for the Emotional Control (9.0 points; 95% CI, 6.0-11.9 points), Inhibit (3.6 points; 95% CI, 1.6-5.6 points), and Working Memory (7.0 points; 95% CI, 4.1-9.9 points) subscales. Their trajectories plateaued, with a secondary acceleration before 36 months for the Emotional Control and Working Memory subscales. Children with mild TBI had worse 36-month scores on all subscales except Inhibit compared with OI. Recovery patterns were similar for boys and girls. In this longitudinal cohort study of children with TBI, trajectory analysis revealed that some children worsen after a recovery plateau, suggesting a need for longitudinal reassessment beyond 1 year postinjury.

Highlights

  • Traumatic brain injury (TBI) can adversely affect executive functions (EFs) that play a central role in both academic performance and social interactions.[1,2,3,4] Executive functions are self-regulation skills that facilitate sustaining attention, resisting distraction, managing frustration, assessing the consequences of actions, and planning for the future.[5]

  • Growth curve trajectories varied by Behavior Rating Inventory of Executive Function (BRIEF) subscale and injury severity

  • Children with TBI did not return to their preinjury baseline, with a stepwise worsening of each outcome at 36 months by TBI severity compared with orthopedic injury (OI)

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Summary

Introduction

Traumatic brain injury (TBI) can adversely affect executive functions (EFs) that play a central role in both academic performance and social interactions.[1,2,3,4] Executive functions are self-regulation skills that facilitate sustaining attention, resisting distraction, managing frustration, assessing the consequences of actions, and planning for the future.[5]. Inhibition and behavior regulation accelerate rapidly during preschool years and continue to develop through adolescence.[5,10,11] Metacognitive skills, such as working memory, increase gradually,[9] whereas planning accelerates during late childhood and adolescence.[12] Because skills in a rapid stage of development may be more vulnerable to disruption by TBI than more well-established skills,[13,14] TBI sustained during periods of accelerated EF growth may be associated with greater deficit. Understanding how TBI influences the developmental trajectory of EF in children injured in different developmental periods is critically important to allow targeted intervention for behavior regulation and metacognitive skills.[15]

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