Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


ucin1352402671.pdf (446.28 KB)

ETD Abstract Container

Abstract Header

The Roles of Executive Dysfunction, Language Deficits, and Family Environment: How Are They Related to Behavior Problems After Childhood Traumatic Brain Injury?

Black, Leah C.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352402671

Abstract Details

2012, PhD, University of Cincinnati, Arts and Sciences: Psychology.
This study looked at the potential mediating relationship between injury severity, neurocognitive factors, and behavior problems that emerge following early childhood traumatic brain injury (TBI). It also explored the moderating role of family environment in the emergence of behavior problems. Children, ages 3–7 years, hospitalized for traumatic brain injury (GCS between 3-15) were seen shortly after their injury and again 6 months, 12 months, and 18 months post-baseline. Neurocognitive (executive functioning and higher order communication) factors, parent-report behavior, and family functioning were evaluated at each time point. Results from this study provide preliminary support that traumatic brain injury in young children can affect verbal abilities and executive functioning abilities and that these deficits mediate the relationship between injury and ADHD-like symptoms and social competence. Family functioning and parenting style moderated the role between injury and internalizing and externalizing symptoms. There was no significant relationship between neuropsychological abilities, family environment, and behavior problems. These results suggest separate processes that are affecting the child’s behavioral functioning following TBI.
Paula Shear, PhD (Committee Chair)
Shari Wade, PhD (Committee Member)
Jeffrey Epstein, PhD (Committee Member)
85 p.
Psychology
Traumatic brain injury; executive function; language; behavior outcomes; childhood; ;

Recommended Citations

Citations

  • Black, L. C. (2012). The Roles of Executive Dysfunction, Language Deficits, and Family Environment: How Are They Related to Behavior Problems After Childhood Traumatic Brain Injury? [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352402671

    APA Style (7th edition)

  • Black, Leah. The Roles of Executive Dysfunction, Language Deficits, and Family Environment: How Are They Related to Behavior Problems After Childhood Traumatic Brain Injury? 2012. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352402671.

    MLA Style (8th edition)

  • Black, Leah. "The Roles of Executive Dysfunction, Language Deficits, and Family Environment: How Are They Related to Behavior Problems After Childhood Traumatic Brain Injury?" Doctoral dissertation, University of Cincinnati, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352402671

    Chicago Manual of Style (17th edition)

ucin1352402671
310
© 2012, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.