Quality of life 6 and 18 months after mild traumatic brain injury in early childhood: An exploratory study of the role of genetic, environmental, injury, and child factors.

Mild traumatic brain injury (mTBI) in early childhood is prevalent, and some children may be at risk for short- and long-term difficulties that could affect quality of life (QoL). Despite growing efforts to understand associations between potential risk factors and outcomes after injury, prognosis is elusive and lacks the inclusion of genetic variables which may convey additional predictive power. This study assessed which factors contribute to pediatric QoL 6 and 18 months post-recruitment in 159 participants (mTBI = 52; orthopedic injury [OI] = 43; typically developing controls [TDC] = 64) aged 18 to 60 months at the time of injury (M = 37.50, SD = 11.69). Family environment, injury characteristics, and child cognitive-behavioral functioning were assessed at 6 months via parent questionnaires and socio-cognitive assessment. QoL was determined using the Pediatric Quality of Life Inventory at both time points. Genetic information (Brain-derived neurotrophic factor [BDNF] genotype) was collected using saliva samples. Hierarchical regression analyses testing biological, family-environmental, injury and cognitive-behavioral factors revealed that the BDNF Val66Met polymorphism was a significant independent predictor of better QoL 6 months post-injury in the mTBI group. Lower parental distress significantly and independently predicted higher QoL 18 months after mTBI, and 6 months post-recruitment in the TDC group. At 18 months, models were non-significant for both control groups. Genetic factors involved in neuroplasticity may play an important role in recovery 6 months after mTBI and contribute to outcome via their interplay with environmental factors. Over time, family factors appear to become the primary determinants of post-mTBI outcome.

It's a matter of surgency: Traumatic brain injury is associated with changes in preschoolers' temperament.

Traumatic brain injury (TBI) can disrupt cognitive, social, and behavioral functioning. Temperament is often used to reflect emotional and behavioral tendencies in young children, but has never been assessed after TBI. OBJECTIVE: Evaluate whether early TBI disrupts the trajectory of temperament. METHOD: Primary caregivers of 173 young children (age: 36 ± 12 months) with uncomplicated mild TBI (n = 83), more severe TBI (msTBI; mild complicated, moderate and severe, n = 21) and with orthopedic injuries (n = 69) reported on their child's temperament retrospectively to assess preinjury profiles and at 6 and 18 months postinjury. For each domain of temperament (Surgency, Negative Affectivity, Effortful Control), linear mixed-model analyses were conducted to explore group differences on the rate of change across time. RESULTS: There were no preinjury temperament differences between groups for any domains, χ²(2) = 2.84; p = .24; χ²(2) = 0.27; p = .87; χ²(2) = 1.47; p = .48. There was a significant effect of group on the rate of change across time for Surgency, χ²(2) = 6.77; p = .03, but not for Negative Affectivity, χ²(2) = 1.47; p = .48, or Effortful Control, χ²(2) = 2.21; p = .33. Children with msTBI showed a lower rate of increase in Surgency compared to children with mild TBI and orthopedic injuries. CONCLUSIONS: Developmental trajectories of Surgency appear to be affected by msTBI. Disruptions in expected developmental trajectories of temperament could underlie some of the sociobehavioral manifestations of TBI in this young age group. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Ready! Set? Let's Train!: Feasibility of an intensive attention training program and its beneficial effect after childhood traumatic brain injury.

BACKGROUND: Attention deficits are common after pediatric Traumatic Brain Injury (TBI); they complicate return to activities of daily living and disrupt socioacademic reintegration. Yet, clinicians in rehabilitation settings have limited access to cognitive remediation protocols for which feasibility has been demonstrated. OBJECTIVE: The aim of this study was to evaluate the feasibility of intensive attention process training program Ready! Set? Let's Train! (RST), based on an adaptation of the Attention Process Training-I program. MATERIALS AND METHODS: In a randomized controlled trial, participants with attention deficits were assigned to receive the attention process training intervention (RST) or Homework Assistance (HWA). Pre- and post-intervention assessments consisted of standardized attentional and executive tests and a behavior checklist. RESULTS: Analyses conducted for 17 participants (RST, n=8; HWA, n=9; mean age 14.70±2.17 years, 11 males) indicated the study was successful in that it showed improvements in working memory (F(14)=5.44, P=0.04; η2=0.19), inhibition (F(14)=10.18, P=0.007; η2=0.75) and cognitive flexibility (F(14)=5.36, P=0.04; η2=0.57). CONCLUSIONS: These findings indicate positive support for combined process-specific and metacognitive strategy training for attention and executive functions.