A previous study reported the results of a 3 1/2-month interdisciplinary early intervention effort with 17 preschoolers with either congenital (n = 10) or acquired (n = 7) brain injury. Findings for both groups were somewhat optimistic, though tentative. This report is a 2-year follow-up of 14 of the 17 original cases that examines and compares the developmental patterns and status of children with congenital versus acquired brain insult. Contrary to expectations, children with congenital impairments exhibit greater progress when compared with the acquired impairment group. Differences and similarities between groups are discussed, as well as program variables that might account for the progress of both groups and the differential progress of the congenitally impaired children. Number of days enrolled in early childhood education programming, frequency of therapy services, and parental involvement were related to progress; and insufficient program involvement was related to the two cases of developmental regression.
Get full access to this article
View all access options for this article.
References
1.
Bagnato, S.J. (1984). Team congruence in developmental diagnosis and intervention: Comparing clinical judgment and child performance measures. School Psychology Review, 13(1), 7–16.
2.
Bagnato, S.J., & Mayes, S.D. (1986). Patterns of developmental and behavioral progress for young brain-injured children during interdisciplinary intervention. Developmental Neuropsychology, 2, 213–240.
3.
Bagnato, S.J., Mayes, S.M., Nichter, C., Domoto, V., Hamann, L., Keener, S., Landis, C., Savina, J., & Telenko, A. (1988). An interdisciplinary neurodevelopmental assessment model for brain-injured infants and preschool children. Journal of Head Trauma Rehabilitation, 3(2), 75–86.
4.
Bagnato, S.J., & Neisworth, J.T. (1980). The intervention efficiency index: An approach to preschool accountability. Exceptional Children, 46, 264–269.
5.
Bagnato, S.J., & Neisworth, J.T. (1985). Efficacy of interdisciplinary assessment and treatment for infants and preschoolers with congenital and acquired brain injury. Analysis and Intervention in Developmental Disabilities, 5(1/2), 107–128.
6.
Bagnato, S.J., & Neisworth, J.T. (1986). Tracing developmental recovery from early brain injury. Remedial and Special Education, 7, 28–46.
7.
Bayley, N. (1969). Bayley scales of infant developmentNew York: Psychological Corp.
8.
Behar, L. (1974). Preschool behavior questionnaireDurham, NC: Author.
Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation: Design and analysis issues for field settingsBoston: Houghton Mifflin.
11.
Craft, A., Shaw, D., & Cartlidge, N. (1972). Head injuries in children. British Medical Journal, 4, 200–203.
12.
Dillon, H., & Leopold, R. (1961). Children and post-concussion syndrome. Journal of American Medical Association, 175, 8–92.
13.
DuBose, R.F. (1976). Predictive value of infant intelligence scales with multiply handicapped children. American Journal of Mental Deficiency, 81(4), 388–390.
14.
Ewing-Cobbs, L., Fletcher, J.M., & Levin, H.S. (1985). Neuropsychologic functions following closed head injury in infants and preschoolers. Journal of Clinical Neuropsychology, 7, 612.
15.
Ewing-Cobbs, L., Fletcher, J.M., & Levin, H.S. (1986). Neurobehavioral sequelae following head injury in children: Educational implications. Journal of Head Trauma Rehabilitation, 1(4), 57–65.
16.
French, J.L. (1964). Pictorial test of intelligenceChicago: Riverside.
17.
Gobiet, W. (1977). Advances in management of severe head injuries in childhood. Acta Neurochir (Wein), 39, 201–210.
18.
Goodman, J.F. (1977). Medical diagnosis and intelligence levels in young mentally retarded children: A follow-up study. Journal of Mental Deficiency Research, 21, 205–212.
19.
Heiskanen, O., & Kaste, M. (1974). Late prognosis of severe brain injury in children. Developmental Medicine and Child Neurology, 16, 11–14.
20.
Johnson, D., & Almi, C.R. (1978). Age, brain damage, and performance. In S. Finger (Ed.), Recovery from brain damage: Research and theory (pp. 41–67). New York: Plenum Press.
21.
Kaiser, G., Rudeberg, A., Fankhauser, I., & Zumbuhl, C. (1986). Rehabilitation medicine following severe head injury in infants and children. In A.J. Raimondi, M. Choux, & C. DiRocco (Eds.), Head injuries in the newborn and infant (pp. 263–280). New York: Springer-Verlag.
22.
Kessler, J.W. (1988). Psychopathology of childhoodEnglewood Cliffs, NJ: Prentice-Hall.
23.
Knobloch, H., Stevens, F., & Malone, A.F. (1980). Manual of developmental diagnosis: The revised Gesell and Amatruda developmental and neurological examinationNew York: Harper & Row.
24.
McCarthy, D. (1972). Scales of children's abilitiesSan Antonio, TX: Psychological Corp.
25.
Newborg, J., Stock, J.R., Wnek, L., Guidubaldi, J., & Svinicki, J. (1984). The Battelle developmental inventoryAllen, TX: DLM/Teaching Resources.
26.
Raimondi, A.J., & Hirschauer, J. (1984). Head injury in the infant and toddler: Coma scoring and outcome scale. Child's Brain, 11, 12–35.
27.
Raimondi, A.J., & Hirschauer, J. (1986). Clinical criteria---Children's Coma Score and Outcome Scale---for decision-making in managing head-injured infants and toddlers. In A.J. Raimondi, M. Choux, & C. DiRocco (Eds.), Head injuries in the newborn and infant (pp. 141–150). New York: Springer-Verlag.
28.
Rogers, S.J., Donovan, C.M., D'Eugenio, D.B., Brown, S.L., Lynch, E.W., Moersch, M.S., & Schafer, D.S. (1981). Early intervention developmental profileAnn Arbor: University of Michigan Press.
29.
Rutter, M., Chadwick, O., & Shaffer, D. (1983). Developmental neuropsychiatryNew York: Guilford.
30.
Simeonsson, R. (1984). Carolina record of individual behaviorChapel Hill, NC: Author.
31.
Simeonsson, R.J., Huntington, G.S., Short, R.J., & Ware, W.B. (1982). The Carolina Record of Individual Behavior: Characteristics of handicapped infants and children. Topics in Early Childhood Special Education, 2(2), 43–55.
32.
VanderVeer, B., & Schweid, E. (1974). Infant assessment: Stability of mental functioning in young retarded children. American Journal of Mental Deficiency, 79(1), 1–4.
