Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-28T16:36:14.423Z Has data issue: false hasContentIssue false
  • English
  • Français

Is Computerized Cognitive Testing Useful in Children and Adolescents with Moderate-to-Severe Traumatic Brain Injury?

Published online by Cambridge University Press:  20 February 2017

Vickie Plourde  and
Brian L. Brooks
Vickie Plourde
Affiliation:
Alberta Children’s Hospital Research Institute, University of Calgary, Alberta, Canada Department of Paediatrics, Cumming School of Medicine, University of Calgary, Alberta, Canada
Brian L. Brooks*
Affiliation:
Alberta Children’s Hospital Research Institute, University of Calgary, Alberta, Canada Department of Paediatrics, Cumming School of Medicine, University of Calgary, Alberta, Canada Neurosciences (Brain Injury and Rehabilitation Program), Alberta Children’s Hospital, Alberta, Canada Department of Psychology, Faculty of Arts, University of Calgary, Alberta, Canada Department of Clinical Neurosciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
*
Correspondence and reprint requests to: Brian L. Brooks, Neurosciences Program, Alberta Children’s Hospital, 2888 Shaganappi Trail NW, Calgary, Alberta, Canada, T3B 6A8. E-mail: brian.brooks@albertahealthservices.ca
Get access Rights & Permissions [Opens in a new window]

Abstract

Objectives: Children and adolescents with moderate-to-severe traumatic brain injury (TBI) present with short and long-term neuropsychological deficits following their injury. The aim of this study was to investigate the utility of a brief computerized test battery for evaluating cognitive functioning sub-acutely following a TBI. Methods: Participants (n=33) sustained a moderate-to-severe TBI, were between 8 and 18 years old, and were assessed using CNS Vital Signs (CNSVS) within 6 months post-injury (median=0.6 month). Participants with TBI were matched to 33 healthy controls based on age, sex, and handedness to compare their cognitive functioning on the CNSVS battery. Results: Children and adolescents with moderate-to-severe TBI had significantly lower scores and large effect sizes on Reaction Time, Complex Attention, and Cognitive Flexibility domains, as well as medium effect sizes on two Visual Memory test scores and one Psychomotor Speed test score. A significantly higher percentage of participants with TBI had cognitive impairment on Reaction Time domain score compared to the control group. Finally, CNSVS domain scores correctly categorized 76% of participants as either group with TBI or control group. Conclusions: CNSVS may be a useful tool for screening cognitive abilities in children and adolescents who are early in their recovery from a moderate-to-severe TBI, particularly when a rapid screening evaluation can help guide management, interventions, and track recovery. (JINS, 2017, 23, 304–313)

Keywords

PediatricHead injuryNeuropsychologyValidityAssessmentComputer test
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 23 , Issue 4 , April 2017 , pp. 304 - 313
Copyright
Copyright © The International Neuropsychological Society 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Anderson, V., Brown, S., Newitt, H., & Hoile, H. (2009). Educational, vocational, psychosocial, and quality-of-life outcomes for adult survivors of childhood traumatic brain injury. Journal of Head Trauma Rehabilitation, 24(5), 303–312. http://doi:10.1097/HTR.0b013e3181ada830 CrossRefGoogle ScholarPubMed
Anderson, V., Brown, S., Newitt, H., & Hoile, H. (2011). Long-term outcome from childhood traumatic brain injury: Intellectual ability, personality, and quality of life. Neuropsychology, 25(2), 176–184. http://doi.org/10.1037/a0021217 CrossRefGoogle ScholarPubMed
Anderson, V., & Catroppa, C. (2006). Advances in postacute rehabilitation after childhood. American Journal of Physical Medicine & Rehabilitation, 85, 767–778. http://doi.org/10.1097/01.phm.0000233176.08480.22 CrossRefGoogle ScholarPubMed
Anderson, V., Catroppa, C., Haritou, F., Morse, S., & Rosenfeld, J.V. (2005). Identifying factors contributing to child and family outcome 30 months after traumatic brain injury in children. Journal of Neurology, Neurosurgery, and Psychiatry, 76(3), 401–408. http://doi.org/10.1136/jnnp.2003.019174 Google Scholar
Babikian, T., & Asarnow, R. (2009). Neurocognitive outcomes and recovery after pediatric TBI: Meta-analytic review of the literature. Neuropsychology, 23(3), 283–296. http://doi.org/10.1037/a0015268 CrossRefGoogle ScholarPubMed
Bauer, R.M., Iverson, G.L., Cernich, A.N., Binder, L.M., Ruff, R.M., & Naugle, R.I. (2012). Computerized neuropsychological assessment devices: Joint position paper of the American Academy of Clinical Neuropsychology and the National Academy of Neuropsychology. The Clinical Neuropsychologist, 26(2), 177–196. http://doi.org/10.1080/13854046.2012.663001 CrossRefGoogle ScholarPubMed
Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society, 57(1), 289–300.Google Scholar
Braun, M., Tupper, D., Kaufmann, P., Mccrea, M., Postal, K., Westerveld, M., & Deer, T. (2011). Neuropsychological assessment: A valuable tool in the diagnosis and management of neurological. Cognitive and Behavorial Neurology, 24(3), 107–114. http://doi.org/10.1097/WNN.0b013e3182351289 CrossRefGoogle ScholarPubMed
Brooks, B.L., & Barlow, K.M. (2011). A methodology for assessing treatment response in Hashimoto’s encephalopathy: A case study demonstrating repeated computerized neuropsychological testing. Journal of Child Neurology, 26(6), 786–791. http://doi.org/10.1177/0883073810391532 CrossRefGoogle ScholarPubMed
Brooks, B.L., Daya, H., Khan, S., Carlson, H.L., Mikrogianakis, A., & Barlow, K.M. (2016). Cognition in the emergency department as a predictor of recovery after pediatric mild traumatic brain injury. Journal of the International Neuropsychological Society: JINS, 22(4), 379–387. http://doi.org/10.1017/S1355617715001368 CrossRefGoogle ScholarPubMed
Brooks, B.L., Iverson, G.L., Sherman, E.M.S., & Roberge, M.-C. (2010). Identifying cognitive problems in children and adolescents with depression using computerized neuropsychological testing. Applied Neuropsychology, 17(1), 37–43. http://doi.org/10.1080/09084280903526083 Google Scholar
Brooks, B.L., Khan, S., Daya, H., Mikrogianakis, A., & Barlow, K.M. (2014). Neurocognition in the emergency department after a mild traumatic brain injury in youth. Journal of Neurotrauma, 31(20), 1744–1749. http://doi.org/10.1089/neu.2014.3356 CrossRefGoogle ScholarPubMed
Brooks, B.L., & Sherman, E.M.S. (2012). Computerized neuropsychological testing to rapidly evaluate cognition in pediatric patients with neurologic disorders. Journal of Child Neurology, 27(8), 982–991. http://doi.org/10.1177/0883073811430863 CrossRefGoogle ScholarPubMed
Caeyenberghs, K., Leemans, A., Leunissen, I., Gooijers, J., Michiels, K., Sunaert, S., &&Swinnen, S.P. (2014). Altered structural networks and executive deficits in traumatic brain injury patients. Brain Structure and Function, 219(1), 193–209. http://doi.org/10.1007/s00429-012-0494-2 CrossRefGoogle ScholarPubMed
Catroppa, C., & Anderson, V. (2005). A prospective study of the recovery of attention from acute to 2 years following pediatric traumatic brain injury. Journal of the International Neuropsychological Society, 11(1), 84–98. http://doi.org/10.1017/S1355617705050101 Google Scholar
Catroppa, C., Anderson, V.A., Morse, S.A., Haritou, F., & Rosenfeld, J.V. (2007). Children’s attentional skills 5 years post-TBI. Journal of Pediatric Psychology, 32(3), 354–369. http://doi.org/10.1093/jpepsy/jsl019 CrossRefGoogle ScholarPubMed
Catroppa, C., Anderson, V., Morse, S., Haritou, F., & Rosenfeld, J.V. (2008). Outcome and predictors of functional recovery 5 years following pediatric traumatic brain injury (TBI). Journal of Pediatric Psychology, 33(7), 707–718. http://doi.org/10.1093/jpepsy/jsn006 CrossRefGoogle ScholarPubMed
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. http://doi.org/10.1037/0033-2909.112.1.155 Google Scholar
DeCuypere, M., & Klimo, P. (2012). Spectrum of traumatic brain injury from mild to severe. Surgical Clinics of North America, 92(4), 939–957. http://doi.org/10.1016/j.suc.2012.04.005 Google Scholar
Di Battista, A., Soo, C., Catroppa, C., & Anderson, V. (2012). Quality of life in children and adolescents post-TBI: A systematic review and meta-analysis. Journal of Neurotrauma, 29(9), 1717–1727. http://doi.org/10.1089/neu.2011.2157 CrossRefGoogle ScholarPubMed
Faul, M., Xu, L., Wald, M.M., & Coronado, V. (2010). Traumatic brain injury. Atlanta, GA: National Center for Injury Prevention and Control division of Injury Response.Google Scholar
Fay, T.B., Yeates, K.O., Wade, S.L., Drotar, D., Stancin, T., & Taylor, H.G. (2009). Predicting longitudinal patterns of functional deficits in children with traumatic brain injury. Neuropsychology, 23(3), 271–282. http://doi.org/10.1037/a0014936 Google Scholar
Fulton, J.B., Yeates, K.O., Taylor, H.G., Walz, N.C., & Wade, S.L. (2012). Cognitive predictors of academic achievement in young children 1 year after traumatic brain injury. Neuropsychology, 26(3), 314–322. http://doi.org/10.1037/a0027973 CrossRefGoogle ScholarPubMed
Ginstfeldt, T., & Emanuelson, I. (2010). An overview of attention deficits after paediatric traumatic brain injury. Brain Injury, 24(10), 1123–1134. http://doi.org/10.3109/02699052.2010.506853 CrossRefGoogle ScholarPubMed
Glickman, M.E., Rao, S.R., & Schultz, M.R. (2014). False discovery rate control is a recommended alternative to Bonferroni-type adjustments in health studies. Journal of Clinical Epidemiology, 67(8), 850–857. http://doi.org/10.1016/j.jclinepi.2014.03.012 Google Scholar
Gualtieri, C.T., & Johnson, L.G. (2006). Reliability and validity of a computerized neurocognitive test battery, CNS vital signs. Archives of Clinical Neuropsychology, 21(7), 623–643. http://doi.org/10.1016/j.acn.2006.05.007 Google Scholar
Gualtieri, C.T., & Johnson, L.G. (2008). A computerized test battery sensitive to mild and severe brain injury. The Medscape Journal of Medicine, 10(4), 90.Google Scholar
IBM Corporation. (2013). IBM SPSS statistics for Macintosh. Armonk, NY: IBM Corporation.Google Scholar
Jonsson, C.A., Catroppa, C., Godfrey, C., Smedler, A.-C., & Anderson, V. (2013). Cognitive recovery and development after traumatic brain injury in childhood: A person-oriented, longitudinal study. Journal of Neurotrauma, 30(2), 76–83. http://doi.org/10.1089/neu.2012.2592 Google Scholar
Kuhtz-Buschbeck, J.P., Hoppe, B., Gölge, M., Dreesmann, M., Damm-Stünitz, U., & Ritz, A. (2003). Sensorimotor recovery in children after traumatic brain injury: Analyses of gait, gross motor, and fine motor skills. Developmental Medicine and Child Neurology, 45(12), 821–828. http://doi.org/10.1017/s001216220300152x CrossRefGoogle ScholarPubMed
Li, L., & Liu, J. (2013). The effect of pediatric traumatic brain injury on behavioral outcomes: A systematic review. Developmental Medicine and Child Neurology, 55(1), 37–45. http://doi.org/10.1111/j.1469-8749.2012.04414.x Google Scholar
Lowther, J. (2004). Memory functioning in children with traumatic brain injuries: A TOMAL validity study. Archives of Clinical Neuropsychology, 19(1), 105–118. http://doi.org/10.1016/S0887-6177(02)00222-6 Google Scholar
McCauley, S.R., Wilde, E.A., Anderson, V.A., Bedell, G., Beers, S.R., Campbell, T.F., & Yeates, K.O. (2012). Recommendations for the use of common outcome measures in pediatric traumatic brain injury research. Journal of Neurotrauma, 29(4), 678–705. http://doi.org/10.1089/neu.2011.1838 Google Scholar
Miller, L.J., & Donders, J. (2003). Prediction of educational outcome after pediatric traumatic brain injury. Rehabilitation Psychology, 48(4), 237–241. http://doi.org/10.1037/0090-5550.48.4.237 CrossRefGoogle Scholar
Nadebaum, C., Anderson, V., & Catroppa, C. (2007). Executive function outcomes following traumatic brain injury in young children: A five year follow-up. Developmental Neuropsychology, 32(2), 703–728. http://doi.org/10.1080/87565640701376086 Google Scholar
Park, B.S., Allen, D.N., Barney, S.J., Ringdahl, E.N., & Mayfield, J. (2009). Structure of attention in children with traumatic brain injury. Applied Neuropsychology, 16(1), 1–10. http://doi.org/10.1080/09084280802636371 Google Scholar
Parsey, C.M., & Schmitter-Edgecombe, M. (2013). Applications of technology in neuropsychological assessment. The Clinical Neuropsychologist, 27(8), 1328–1361. http://doi.org/10.1080/13854046.2013.834971 CrossRefGoogle ScholarPubMed
Sawilowsky, S.S. (2002). Fermat, Schubert, Einstein, and Behrens-Fisher: The probable difference between two means when σ12≠ σ22. Journal of Modern Applied Statistical Methods, 1(2), 461–472.Google Scholar
Thurman, D.J. (2016). The epidemiology of traumatic brain injury in children and youths: A review of research since 1990. Journal of Child Neurology, 31(1), 20–27. http://doi.org/10.1177/0883073814544363 CrossRefGoogle ScholarPubMed
Vu, J.A., Babikian, T., & Asarnow, R.F. (2011). Academic and language outcomes in children after traumatic brain injury: A meta-analysis. Exceptional Children, 77(3), 263–281. http://doi.org/10.1177/001440291107700301 Google Scholar
Wright, M.J., & Schmitter-Edgecombe, M. (2011). The impact of verbal memory encoding and consolidation deficits during recovery from moderate-to-severe traumatic brain injury. The Journal of Head Trauma Rehabilitation, 26(3), 182–191. http://doi.org/10.1097/HTR.0b013e318218dcf9 Google Scholar
Yeates, K.O., Armstrong, K., Janusz, J., Taylor, H.G., Wade, S., Stancin, T., && Drotar, D. (2005). Long-term attention problems in children with traumatic brain injury. Journal of the American Academy of Child & Adolescent Psychiatry, 44(6), 574–584. http://doi.org/10.1097/01.chi.0000159947.50523.b4 CrossRefGoogle ScholarPubMed
Yeates, K.O., Blumenstein, E., Patterson, C.M., & Delis, D.C. (1995). Verbal learning and memory following pediatric closed-head injury. Journal of the International Neuropsychological Society: JINS, 1(1), 78–87.CrossRefGoogle ScholarPubMed
Yeates, K.O., & Brooks, B.L. (in press). Traumatic brain injury in children and adolescents. In J.E. Morgan & J.H. Ricker (Eds.), Textbook of clinical neuropsychology (2nd ed.). New York, NY: Psychology Press.Google Scholar