Feedback learning and behavior problems after pediatric traumatic brain injury.
BackgroundFeedback learning is essential for behavioral development. We investigated feedback learning in relation to behavior problems after pediatric traumatic brain injury (TBI).MethodChildren aged 6–13 years diagnosed with TBI (n = 112; 1.7 years post-injury) were compared with children with tra...
| Publicado en: | Psychological Medicine Vol. 46; no. 7; pp. 1473 - 1485 |
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| Autores principales: | , , , , , , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
May2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=114177475&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 114177475 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00332917 6Q3 jtl: Psychological Medicine issn: 00332917 maglogo: N pubinfo: dt: May2016 vid: 46 iid: 7 pid: 15979 pub: Cambridge University Press artinfo: ui: 114177475 114177475 114177475 10.1017/S0033291716000106 114177475 ppf: 1473 ppct: 12 formats: tig: atl: Feedback learning and behavior problems after pediatric traumatic brain injury. aug: au: Königs, M. van Heurn, L. W. E. Vermeulen, R. J. Goslings, J. C. Luitse, J. S. K. Poll-Thé, B. T. Beelen, A. van der Wees, M. Kemps, R. J. J. K. Catsman-Berrevoets, C. E. Luman, M. Oosterlaan, J. affil: Department of Clinical Neuropsychology, VU University Amsterdam, Amsterdam, The Netherlands sug: subj: Brain Injuries Complications Brain Injuries Complications Learning Feedback Evaluation Child Behavior Disorders Risk Factors Adolescent Behavior Human Child Adolescence Comparative Studies Descriptive Statistics Teachers Parents Child: 6-12 years Adolescent: 13-18 years ab: BackgroundFeedback learning is essential for behavioral development. We investigated feedback learning in relation to behavior problems after pediatric traumatic brain injury (TBI).MethodChildren aged 6–13 years diagnosed with TBI (n = 112; 1.7 years post-injury) were compared with children with traumatic control (TC) injury (n = 52). TBI severity was defined as mild TBI without risk factors for complicated TBI (mildRF− TBI, n = 24), mild TBI with ⩾1 risk factor for complicated TBI (mildRF+ TBI, n = 51) and moderate/severe TBI (n = 37). The Probabilistic Learning Test was used to measure feedback learning, assessing the effects of inconsistent feedback on learning and generalization of learning from the learning context to novel contexts. The relation between feedback learning and behavioral functioning rated by parents and teachers was explored.ResultsNo evidence was found for an effect of TBI on learning from inconsistent feedback, while the moderate/severe TBI group showed impaired generalization of learning from the learning context to novel contexts (p = 0.03, d = −0.51). Furthermore, the mildRF+ TBI and moderate/severe TBI groups had higher parent and teacher ratings of internalizing problems (p's ⩽ 0.04, d's ⩾ 0.47) than the TC group, while the moderate/severe TBI group also had higher parent ratings of externalizing problems (p = 0.006, d = 0.58). Importantly, poorer generalization of learning predicted higher parent ratings of externalizing problems in children with TBI (p = 0.03, β = −0.21) and had diagnostic utility for the identification of children with TBI and clinically significant externalizing behavior problems (area under the curve = 0.77, p = 0.001).ConclusionsModerate/severe pediatric TBI has a negative impact on generalization of learning, which may contribute to post-injury externalizing problems. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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