Hostname: page-component-7c8c6479df-27gpq Total loading time: 0 Render date: 2024-03-27T12:23:50.453Z Has data issue: false hasContentIssue false

Self-regulation and social and behavioral functioning following childhood traumatic brain injury

Published online by Cambridge University Press:  08 September 2006

KALAICHELVI GANESALINGAM
Affiliation:
Department of Psychology, The University of Melbourne, Victoria, Australia Dr. Kalaichelvi Ganesalingam is now at Children's Research Institute, Columbus, Ohio
ANN SANSON
Affiliation:
Department of Psychology, The University of Melbourne, Victoria, Australia
VICKI ANDERSON
Affiliation:
Department of Psychology, The University of Melbourne, Victoria, Australia Department of Psychology, Royal Children's Hospital, Victoria, Australia
KEITH OWEN YEATES
Affiliation:
Department of Pediatrics, The Ohio State University, and Children's Research Institute, Columbus, Ohio

Abstract

This study examined the impact of childhood traumatic brain injury (TBI) on self-regulation and social and behavioral functioning, and the role of self-regulation as a predictor of children's social and behavioral functioning. Participants included 65 children with moderate to severe TBI and 65 children without TBI, all between 6 and 11 years of age. Self-regulation and social and behavioral functioning were assessed 2 to 5 years following injury. Children with TBI displayed deficits in self-regulation and social and behavioral functioning, after controlling for socioeconomic status (SES), although the magnitude of the deficits was not related to injury severity. Self-regulation accounted for significant variance in children's social and behavioral functioning, after controlling for SES and group membership. Self-regulation may be an important determinant of children's social and behavioral functioning following TBI. (JINS, 2006, 12, 609–621.)

Type
Research Article
Copyright
© 2006 The International Neuropsychological Society

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., Northam, E., Hendy, J., & Wrennall, J. (2001). Developmental neuropsychology: A clinical approach. East Sussex: Psychology Press.
Andrews, T.K., Rose, F.D., & Johnson, D.A. (1998). Social and behavioral effects of traumatic brain injury in children. Brain Injury, 12, 133138.CrossRefGoogle Scholar
Australian Bureau of Statistics. (2001). Populations of Australia and New Zealand: A comparison. Canberra: Government Printing Office.
Banerjee, M. (1997). Peeling the onion: A multilayered view of children's emotional development. In S. Hala (Ed.), The development of social cognition: Studies in developmental psychology (pp. 241272). East Sussex: Psychology Press.
Barkley, R.A. (1997). ADHD and the nature of self-control. New York: The Guilford Press.
Bigler, E.D. (2001). Quantitative magnetic resonance imaging in traumatic brain injury. Journal of Head Trauma Rehabilitation, 16, 117134.CrossRefGoogle Scholar
Bradley, S.J. (2000). Affect regulation and the development of psychopathology. New York: The Guilford Press.
Campbell, S.B. (1995). Behavior problems in preschool children: A review of recent research. Journal of Child Psychology and Psychiatry and Allied Disciplines, 36, 113149.CrossRefGoogle Scholar
Caspi, A., Henry, B., McGee, R.O., Moffitt, T.E., & Silva, P.A. (1995). Temperamental origins of child and adolescent behavior problems: From age 3 to age 15. Child Development, 66, 5568.Google Scholar
Caspi, A. & Moffitt, T.E. (1995). The continuity of maladaptive behavior: From description to explanation in the study of antisocial behavior. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology (pp. 472511). New York: Wiley.
Cicchetti, D. (1994). Emotion regulation: Influences of attachment relationships. In N.A. Fox (Ed.), The development of emotion regulation: Biological and behavioral considerations. Monographs of the Society for Research in Child Development, 59, 228249.Google Scholar
Coie, J.D. & Dodge, K.A. (1998). Aggression and antisocial behavior. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional and personality development (pp. 779862). New York: Wiley.
Dagenbach, D. & Carr, T.H. (Eds.). (1994). Inhibitory processes in attention, memory, and language. San Diego: Academic.
Daniel, A. (1983). Power, privilege, and prestige: Occupations in Australia. Melbourne: Longman Cheshire.
Davis, P., McLead, K., Ransom, M., & Ongley, P. (1997). The New Zealand socio-economic index of occupational status. New Zealand: Statistics New Zealand.
Dennis, M., Guger, S., Roncadin, C., Barnes, M., & Schachar, R. (2001). Attentional-inhibitory control and social-behavioral regulation after childhood closed head injury: Do biological, developmental, and recovery variables predict outcome? Journal of the International Neuropsychological Society, 7, 683692.Google Scholar
Dodge, K.A., Lochman, J.E., Harnish, J.D., Bates, J.E., & Pettit, G.S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106, 3751.Google Scholar
Eisenberg, N., Fabes, R.A., Shepard, S.A., Murphy, B.C., Guthrie, I.K., Jones, S., Friedman, J., Poulin, R., & Maszk, P. (1997). Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality. Child Development, 68, 642664.CrossRefGoogle Scholar
Eisenberg, N., Guthrie, I.K., Fabes, R.A., Shepard, S., Losoya, S., Murphy, B.C., Jones, S., Poulin, R., & Reiser, M. (2000). Prediction of elementary school children's externalizing problem behaviors from attentional and behavioral regulation and negative emotionality. Child Development, 71, 13671382.CrossRefGoogle Scholar
Eslinger, P.J., Grattan, L.M., Damasio, H., & Damasio, A.R. (1992). Developmental consequences of childhood frontal lobe damage. Archives of Neurology, 49, 764769.CrossRefGoogle Scholar
Eyberg, S. & Robinson, E.A. (1983). Conduct problem behavior: Standardization of a behavior rating scale with adolescents. Journal of Clinical child Psychology, 12, 347354.Google Scholar
Fletcher, J.M., Ewing-Cobbs, L., Miner, M., Levin, H.S., & Eisenberg, H.M. (1990). Behavioral changes after closed head injury in children. Journal of Consulting and Clinical Psychology, 58, 9398.Google Scholar
Fletcher, J.M., Levin, H.S., Lachar, D., Kusnerik, L., Harward, H., Mendelsohn, D., & Lilly, M.A. (1996). Behavioral outcomes after pediatric closed head injury: Relationships with age, severity, and lesion size. Journal of Child Neurology, 11, 283290.CrossRefGoogle Scholar
Funderburk, B.W. & Eyberg, S.M. (1989). Psychometric characteristics of the Sutter-Eyberg Student Behavior Inventory: A School behavior rating scale for use with preschool children. Behavioral Assessment, 11, 297313.Google Scholar
Ganzeboom, H., DeGraaf, P., Treiman, D., & DeLeeuw, J. (1992). A standard international socioeconomic index of occupational status. Social Science Research, 25, 201239.Google Scholar
Gresham, F.M. & Elliot, S.N. (1990). Social skills rating system manual. Circle Pines, Minnesota: American Guidance Service.
Janusz, J.A., Kirkwood, M.W., Yeates, K.O., & Taylor, H.G. (2002). Social problem-solving skills in children with traumatic brain injury: Long-term outcomes and prediction of social competence. Child Neuropsychology, 8, 179194.Google Scholar
Kagan, J. (1966). Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology, 71, 1724.CrossRefGoogle Scholar
Kehle, T.J., Clark, E., & Jenson, W.R. (1996). Interventions for students with traumatic brain injury: Managing behavioral disturbances. Journal of Learning Disabilities, 29, 633642.Google Scholar
Kinsella, G., Ong, B., Murtagh, D., Prior, M., & Sawyer, M. (1999). The role of the family for behavioral outcome in children and adolescents following traumatic brain injury. Journal of Consulting and Clinical Psychology, 67, 116123.Google Scholar
Kraus, J.F. (1995). Epidemiological features of brain injury in children: Occurrence, children at risk, cause and manner of injury, severity and outcomes. In S.H. Broman & M.E. Michel (Eds.), Traumatic brain injury in children (pp. 2239). New York: Oxford University Press.
Krueger, R.F., Caspi, A., Moffitt, T.E., White, J., & Stouthamer-Loeber, M. (1996). Delay of gratification, psychopathology, and personality: Is low self-control specific to externalizing problems? Journal of Personality, 64, 107129.Google Scholar
Lemerise, E.A. & Arsenio, W.F. (2000). An integrated model of emotion processes and cognition in social information processing. Child Development, 71, 107118.Google Scholar
Luria, A.R. (1973). The working brain. New York: Basic Books.
Manly, T., Robertson, I.H., Anderson, V., & Nimmo-Smith, I. (1999). Test of everyday attention. England: Thames Valley Test Company Limited.
Mariani, M. & Barkley, R.A. (1997). Neuropsychological and academic functioning in pre-school children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 13, 111129.Google Scholar
Max, J.E., Castillo, C.S., Bokura, H., Robin, D.A., Lindgren, S.D., Smith, W.L., Sato, Y., & Mattheis, P.J. (1998). Oppositional Defiant disorder symptomatology after traumatic brain injury: A prospective study. The Journal of Nervous and Mental Disease, 186, 325332.CrossRefGoogle Scholar
Max, J.E., Lansing, A.E., Koele, S.L., Castillo, C.S., Bokura, H., & Schachar, R. (2004). Attention deficit hyperactivity disorder in children and adolescents following traumatic brain injury. Developmental Neuropsychology, 25, 159177.CrossRefGoogle Scholar
Michaud, L.J., Rivara, F.P., Jaffe, K.M., Fay, G., & Dailey, J.L. (1993). Traumatic brain injury as a risk factor for behavioral disorders in children. Archives of Physiology and Medical Rehabilitation, 74, 368375.Google Scholar
Mischel, W. & Ebbesen, E.B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16, 329337.CrossRefGoogle Scholar
Moffitt, T.E. (2003). Life-course persistent and adolescence—limited antisocial behavior: A 10-year research review and a research agenda. In B.B. Lahey, T.E. Moffitt, & A. Caspi (Eds.), Causes of conduct disorder and juvenile delinquency (pp. 4975). New York: Guilford Press.
National Health Information Management Advisory Council (2001). National health plan for Australia and New Zealand. Canberra: Commonwealth Department of Health and Ageing. Publications Production Unit.
Olson, S.L. (1989). Assessment of impulsivity in preschoolers: Cross-measure convergence, longitudinal stability, and relevance to social competence. Journal of Clinical Child Psychology, 18, 176183.CrossRefGoogle Scholar
Olson, S.L., Bates, J.E., & Bayles, K. (1990). Early antecedents of childhood impulsivity: The role of parent-child interaction, cognitive competence, and temperament. Journal of Abnormal Child Psychology, 18, 317334.Google Scholar
Olson, S.L., Bates, J.E., Sandy, J.M., & Lanthier, R. (2000). Early developmental precursors of externalizing behavior in middle childhood and adolescence. Journal of Abnormal Child Psychology, 28, 119133.CrossRefGoogle Scholar
Olson, S.L., Sameroff, A.J., Kerr, D.C., Lopez, N.L., & Wellman, H.M. (2005). Developmental foundations of externalizing problems in young children: The role of effortful control. Development and Psychopathology, 17, 2545.Google Scholar
Olson, S.L., Schilling, E.M., & Bates, J.E. (1999). Measurement of impulsivity: Construct coherence, longitudinal stability, and relationship with externalizing problems in middle childhood and adolescence. Journal of Abnormal Child Psychology, 27, 151165.CrossRefGoogle Scholar
Parker, J.G. & Asher, S.R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin, 102, 357389.Google Scholar
Perrott, S.B., Taylor, H.G., & Montes, J.L. (1991). Neuropsychological sequelae familial stress and environmental adaptation following pediatric head injury. Developmental Neuropsychology, 7, 6986.Google Scholar
Rodriguez, M.L., Michel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57, 358367.Google Scholar
Rothbart, M.K. & Bates, J.E. (1998). Temperament. In W. Daman, (Ed.), Handbook of child psychology: Social, emotional, and personality development (5th ed., pp. 105176). New York: Wiley.
Saarni, C. (1997). Emotional competence and self-regulation in childhood. In P. Salovey & D.J. Sluyter, (Eds.), Emotional development and emotional intelligence: Educational implications. New York: Basic Books.
Schachar, R., Levin, H.S., Max, J.E., & Purvis, K. (2004). Attention deficit hyperactivity disorder symptoms and response inhibition after closed head injury in children: Do preinjury behavior and injury severity predict outcome? Developmental Neuropsychology, 25, 179198.Google Scholar
Schachar, R.J., Tannock, R., & Logan, G. (1993). Inhibitory control, impulsiveness, and attention deficit hyperactivity disorder. Clinical Psychology Review, 13, 721739.Google Scholar
Schore, A.N. (1996). The experience-dependent maturation of a regulation system in the orbital prefrontal cortex and the origin of developmental psychopathology. Development and Psychopathology, 8, 5987.CrossRefGoogle Scholar
Sethi, A., Michel, W., Aber, J.L., Shoda, Y., & Rodriguez, M.L. (2000). The role of strategic attention deployment in development of self-regulation: Predicting preschoolers' delay of gratification from mother–toddler interactions. Developmental Psychology, 36, 767777.Google Scholar
Shields, A. & Cicchetti, D. (1998a). Emotion regulation checklist: Provided by Dante Cicchetti.
Shields, A. & Cicchetti, D. (1998b). Reactive aggression among maltreated children: The contributions of attention and emotion dysregulation. Journal of Clinical and Child Psychology, 27, 381395.Google Scholar
Shields, A.M., Cicchetti, D., & Ryan, R.M. (1994). The development of emotional and behavioral self-regulation and social competence among maltreated school-age children. Development and Psychopathology, 6, 5775.Google Scholar
Shields, A., Ryan, R.M., & Cicchetti, D. (2001). Narrative representations of caregivers and emotion Dysregulation as predictors of maltreated children's rejection by peers. Developmental Psychology, 37, 321337.CrossRefGoogle Scholar
Stuss, D.T. & Benson, D.F. (1986). The frontal lobes. New York: Raven.
Taylor, H.G., Yeates, K.O., Wade, S.L., Drotar, D., Klein, S.K., & Stacin, T. (1999). Influences on first year recovery from traumatic brain injury in children. Neuropsychology, 13, 7689.Google Scholar
Teasdale, G. & Jennett, B. (1974). Assessment of coma and impaired consciousness: A practical scale. Lancet, 2, 8184.CrossRefGoogle Scholar
Wilde, E.A., Hunter, J.V., Newsome, M,R., Scheibel, R,S., Bigler, E.D., Johnson, J.L., Fearing, M.A., Cleavinger, H.B., Li, X., Swank, P.R., Pedroza, C., Roberson, G.S., Bachevalier, J., & Levin, H.S. (2005). Frontal and temporal morphometric findings on MRI in children after moderate to severe traumatic brain injury. Journal of Neurotrauma, 22, 333344.CrossRefGoogle Scholar
Yeates, K.O. (2000). Closed-head injury. In K.O. Yeates, M.D. Ris, & H.G. Taylor (Eds.), Pediatric neuropsychology: Research, theory and practice (pp. 92116). New York: Guilford Press.
Yeates, K.O., Swift, E., Taylor, H.G., Wade, S.L., Drotar, D., Stancin, T., & Minich, N. (2004). Short- and long-term social outcomes following pediatric traumatic brain injury. Journal of the International Neuropsychological Society, 10, 412426.Google Scholar
Yeates, K.O., Taylor, H.G., Barry, C.T., Drotar, D., Wade, S.L., & Stancin, T. (2001). Neurobehavioral symptoms in childhood closed-head injuries: Challenges in prevalence and correlates during the first year postinjury. Journal of Pediatric Psychology, 26, 7991.CrossRefGoogle Scholar