Hostname: page-component-8448b6f56d-c4f8m Total loading time: 0 Render date: 2024-04-24T04:29:31.379Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Interaction in Young Children with Inflicted and Accidental Traumatic Brain Injury: Relations with Family Resources and Social Outcomes

Published online by Cambridge University Press:  18 March 2013

Linda Ewing-Cobbs ,
Mary R. Prasad ,
Donna Mendez ,
Marcia A. Barnes  and
Paul Swank
Linda Ewing-Cobbs*
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas Department of Psychiatry and Behavioral Sciences, University of Texas Health Science Center at Houston, Houston, Texas
Mary R. Prasad
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Donna Mendez
Affiliation:
Department of Emergency Medicine, Baylor College of Medicine, Houston, Texas
Marcia A. Barnes
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Paul Swank
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
*
Correspondence and reprint requests to: Linda Ewing-Cobbs, Children's Learning Institute, Department of Pediatrics, 7000 Fannin, Suite 2401, Houston, TX 77030. E-mail: linda.ewing-cobbs@uth.tmc.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

Core social interaction behaviors were examined in young children 0–36 months of age who were hospitalized for accidental (n = 61) or inflicted (n = 64) traumatic brain injury (TBI) in comparison to typically developing children (n = 60). Responding to and initiating gaze and joint attention (JA) were evaluated during a semi-structured sequence of social interactions between the child and an examiner at 2 and 12 months after injury. The accidental TBI group established gaze less often and had an initial deficit initiating JA that resolved by the follow-up. Contrary to expectation, children with inflicted TBI did not have lower rates of social engagement than other groups. Responding to JA was more strongly related than initiating JA to measures of injury severity and to later cognitive and social outcomes. Compared to complicated-mild/moderate TBI, severe TBI in young children was associated with less responsiveness in social interactions and less favorable caregiver ratings of communication and social behavior. JA response, family resources, and group interacted to predict outcomes. Children with inflicted TBI who were less socially responsive and had lower levels of family resources had the least favorable outcomes. Low social responsiveness after TBI may be an early marker for later cognitive and adaptive behavior difficulties. (JINS, 2013, 19, 1–11)

Keywords

Joint attentionGazeDevelopmental outcomeSocial cognitionHigh riskChild abuseCommunicationAdaptive behaviorCognitionInfants
Type
Special Series
Information
Journal of the International Neuropsychological Society , Volume 19 , Issue 5 , May 2013 , pp. 497 - 507
Copyright
Copyright © The International Neuropsychological Society 2013

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

Anderson, V.A., Catroppa, C., Dudgeon, P., Morse, S.A., Haritou, F., Rosenfeld, J.V. (2006). Understanding predictors of functional recovery and outcome 30 months following early childhood head injury. Neuropsychology, 20(1), 42–57.CrossRefGoogle ScholarPubMed
Anderson, V.A., Morse, S.A., Klug, G.L., Catroppa, C., Haritou, F., Rosenfeld, J., Pentland, L. (1997). Predicting recovery from head injury in young children: A prospective analysis. Journal of the International Neuropsychological Society, 3, 568–580.CrossRefGoogle ScholarPubMed
Bayley, N. (1993). Bayley Scales of Infant Development – Second Edition. San Antonio, TX: The Psychological Corporation.Google Scholar
Beauchamp, M.H., Anderson, V.A., Catroppa, C., Maller, J.J., Godfrey, C., Rosenfeld, J.V., Kean, M. (2009). Implications of reduced callosal area for social skills after severe traumatic brain injury in children. Journal of Neurotrauma, 26(10), 1645–1654. doi:10.1089/neu.2009-0916.CrossRefGoogle ScholarPubMed
Bernard, K., Butzin-Dozier, Z., Rittenhouse, J., Dozier, M. (2010). Cortisol production patterns in young children living with birth parents vs children placed in foster care following involvement of Children's Protective Services. Archives of Pediatric and Adolescent Medicine, 164(5), 438–443.CrossRefGoogle Scholar
Bruce, D.A., Zimmerman, R.A. (1989). Shaken impact syndrome. Pediatric Annals, 18, 482–489.CrossRefGoogle ScholarPubMed
Butterworth, G. (1995). Origins of mind in perception and action. In C. Moore & P.J. Dunham (Eds.), Joint attention: Its origins and role in development. (pp. 29–40). Hillsdale, NJ: Erlbaum.Google Scholar
Carpenter, M., Nagell, K., Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), i–vi, 1–143.CrossRefGoogle ScholarPubMed
Carpenter, M., Pennington, B.F., Rogers, S.J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32(2), 91–106.CrossRefGoogle ScholarPubMed
Chapman, L.A., Taylor, H.G., Wade, S.L., Walz, N.C., Stancin, T., Yeates, K.O. (2010). Clinically significant behavior problems during the initial 18 months following early childhood traumatic brain injury. Rehabilitation Psychology, 55(1), 48–57.CrossRefGoogle ScholarPubMed
Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Cox, A., Drew, A. (2000). Testing joint attention, imitation, and play as infancy precursors to language and theory of mind. Cognitive Development, 15, 481–498.CrossRefGoogle Scholar
D'Entremont, B., Seamans, E. (2007). Do infants need social cognition to act socially? An alternative look at infant pointing. Child Development, 78(3), 723–728.CrossRefGoogle Scholar
Duhaime, A.C., Christian, C.W., Rorke, L.B., Zimmerman, R.A. (1998). Nonaccidental head injury in infants-the “shaken-baby syndrome.”. The New England Journal of Medicine, 338, 1822–1829.CrossRefGoogle ScholarPubMed
Duhaime, A.C., Gennarelli, T.A., Thibault, L.E., Bruce, D.A., Margulies, S.S., Wiser, R. (1987). The shaken baby syndrome. A clinical, pathological, and biomechanical study. Journal of Neurosurgery, 66, 409–415.CrossRefGoogle ScholarPubMed
Dunst, K.L., Leet, H.E. (1987). Measuring the adequacy of resources in households with young children. Childcare, Health, and Human Development, 13, 111–129.CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Fletcher, J.M., Levin, H.S., Francis, D.J., Davidson, K., Miner, M.E. (1997). Longitudinal neuropsychological outcome in infants and preschoolers with traumatic brain injury. Journal of the International Neuropsychological Society, 3, 581–591.CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Kramer, L., Prasad, M., Canales, D.N., Louis, P.T., Fletcher, J.M., Cheung, K. (1998). Neuroimaging, physical, and developmental findings after inflicted and noninflicted traumatic brain injury in young children. Pediatrics, 102, 300–307.CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Prasad, M., Kramer, L., Louis, P.T., Baumgartner, J., Fletcher, J.M., Alpert, B. (2000). Acute neuroradiologic findings in young children with inflicted or noninflicted traumatic brain injury. Child's Nervous System, 16, 25–34.CrossRefGoogle ScholarPubMed
Ewing-Cobbs, L., Prasad, M.R., Swank, P., Kramer, L., Mendez, D., Treble, A., Bachevalier, J. (2012). Social communication in young children with traumatic brain injury: Relations with corpus callosum morphometry. International Journal of Developmental Neuroscience, 30(3), 247–254.CrossRefGoogle ScholarPubMed
Frischen, A., Bayliss, A.P., Tipper, S.P. (2007). Gaze cueing of attention: Visual attention, social cognition, and individual differences. Psychological Bulletin, 133(4), 694–724.CrossRefGoogle ScholarPubMed
Ganesalingam, K., Yeates, K.O., Taylor, H.G., Walz, N.C., Stancin, T., Wade, S. (2011). Executive functions and social competence in young children 6 months following traumatic brain injury. Neuropsychology, 25(4), 466–476.CrossRefGoogle ScholarPubMed
Goldstrohm, S.L., Arffa, S. (2005). Preschool children with mild to moderate traumatic brain injury: An exploration of immediate and post-acute morbidity. Archives of Clinical Neuropsychology, 20, 675–695.CrossRefGoogle ScholarPubMed
Hahn, Y.S., Chyung, C., Barthel, M., Bailes, J., Flannery, A., McLone, D.G. (1988). Head injuries in children under 36 months of age. Child's Nervous System, 4, 34–40.CrossRefGoogle ScholarPubMed
Hirotani, M., Stets, M., Striano, T., Friederici, A.D. (2009). Joint attention helps infants learn new words: Event-related potential evidence. Neuroreport, 20(6), 600–605.CrossRefGoogle ScholarPubMed
Hoehl, S., Reid, V.M., Parise, E., Handl, A., Palumbo, L., Striano, T. (2009). Looking at eye gaze processing and its neural correlates in infancy-implications for social development and autism spectrum disorder. Child Development, 80(4), 968–985.CrossRefGoogle ScholarPubMed
Hollingshead, A. (1975). Four factor index of social status. New Haven: Yale University Press.Google Scholar
Hymel, K.P., Rumack, C.M., Hay, T.C., Strain, J.D., Jenny, C. (1997). Comparison of intracranial computed tomographic (CT) findings in pediatric abusive and accidental head trauma. Pediatric Radiology, 27, 743–747.CrossRefGoogle ScholarPubMed
Keenan, H.T., Hooper, S.R., Wetherington, C.E., Nocera, M., Runyan, D.K. (2007). Neurodevelopmental consequences of early traumatic brain injury in 3-year-old children. Pediatrics, 119(3), e616–e623.CrossRefGoogle ScholarPubMed
Keenan, H.T., Runyan, D.K., Nocera, M.A. (2006). Child outcomes and family characteristics 1 year after severe inflicted or noninflicted traumatic brain injury. Pediatrics, 117(2), 317–324.CrossRefGoogle ScholarPubMed
Koskinicmi, M., Kyyka, T., Nybo, T., Jarho, L. (1995). Long-term outcome after severe brain injury in preschoolers is worse than expected. Archives of Pediatric and Adolescent Medicine, 149, 249–254.CrossRefGoogle Scholar
Kurowski, B.G., Taylor, H.G., Yeates, K.O., Walz, N.C., Stancin, T., Wade, S.L. (2011). Caregiver ratings of long-term executive dysfunction and attention problems after early childhood traumatic brain injury: Family functioning is important. Physical Medicine and Rehabilitation, 3(9), 836–845.Google ScholarPubMed
Landry, S.H., Miller-Loncar, C.L., Smith, K.E., Swank, P.R. (2002). The role of early parenting in children's development of executive processes. Developmental Neuropsychology, 21(1), 15–41.CrossRefGoogle ScholarPubMed
Landry, S.H., Swank, P.R., Steubing, K., Prasad, M., Ewing-Cobbs, L. (2004). Social competence in young children with inflicted traumatic brain injury. Developmental Neuropsychology, 26(3), 707–733.CrossRefGoogle ScholarPubMed
Leung, E.H.L., Rheingold, H. (1981). Development of pointing as a social gesture. Developmental Psychology, 17, 215–220.CrossRefGoogle Scholar
Levin, H.S., Hanten, G., Roberson, G., Li, X., Ewing-Cobbs, L., Dennis, M., Swank, P. (2008). Prediction of cognitive sequelae based on abnormal computed tomography findings in children following mild traumatic brain injury. Journal of Neurosurgery: Pediatrics, 1(6), 461–470.Google ScholarPubMed
Mundy, P. (2003). Annotation: The neural basis of social impairments in autism: The role of the dorsal medial-frontal cortex and anterior cingulate system. Journal of Child Psychology and Psychiatry, 44(6), 793–809.CrossRefGoogle ScholarPubMed
Mundy, P., Jarrold, W. (2010). Infant joint attention, neural networks and social cognition. Neural Networks, 23(8–9), 985–997.CrossRefGoogle ScholarPubMed
Nybo, T., Sainio, M., Muller, K. (2004). Stability of vocational outcome in adulthood after moderate to severe preschool brain injury. Journal of the International Neuropsychological Society, 5, 719–723.CrossRefGoogle Scholar
Rosema, S., Crowe, L., Anderson, V. (2012). Social function in children and adolescents after traumatic brain injury: a systematic review 1989-2011. Journal of Neurotrauma, 29(7), 1277–1291.CrossRefGoogle ScholarPubMed
Scaife, M., Bruner, J.A. (1975). The capacity for joint visual attention in the infant. Nature, 253, 265–266.CrossRefGoogle ScholarPubMed
Sheinkopf, S.J., Mundy, P., Claussen, A.H., Willoughby, J. (2004). Infant joint attention skill and preschool behavioral outcomes in at-risk children. Developmental Psychopathology, 16(2), 273–291.CrossRefGoogle ScholarPubMed
Sparrow, S.S., Balla, D.A., Cicchetti, D.V. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.Google Scholar
St. James-Roberts, I. (1979). Neurological plasticity, recovery from brain insult, and child development. Advances in Child Development and Behavior, 14, 253–318.CrossRefGoogle ScholarPubMed
Teasdale, G., Jennett, B. (1974). Assessment of coma and impaired consciousness: A practical scale. Lancet, 2(7872), 81–84.CrossRefGoogle ScholarPubMed
Tomasello, M., Carpenter, M., Call, J., Behne, T., Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28(5), 675–691.CrossRefGoogle ScholarPubMed
Vaughan Van Hecke, A., Mundy, P., Block, J.J., Delgado, C.E., Parlade, M.V., Pomares, Y.B., Hobson, J.A. (2012). Infant responding to joint attention, executive processes, and self-regulation in preschool children. Infant Behavior and Development, 35(2), 303–311.CrossRefGoogle ScholarPubMed
Vaughan Van Hecke, A., Mundy, P.C., Acra, C.F., Block, J.J., Delgado, C.E., Parlade, M.V., Pomares, Y.B. (2007). Infant joint attention, temperament, and social competence in preschool children. Child Development, 78(1), 53–69.CrossRefGoogle ScholarPubMed
Vygotsky, L. (1978). Mind in society. Cambridge: Harvard University Press.Google Scholar
Walz, N.C., Yeates, K.O., Taylor, H.G., Stancin, T., Wade, S. (2010). Theory of mind skills 1 year after traumatic brain injury in 6- to 8-year-old children. Journal of Neuropsychology, 4(Pt2), 181–195.CrossRefGoogle ScholarPubMed
Walz, N.C., Yeates, K.O., Wade, S.L., Mark, E. (2009). Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavior problems. Journal of Pediatric Rehabilitation Medicine, 2(4), 285–295.CrossRefGoogle ScholarPubMed
Yeates, K.O., Dennis, M., Rubin, K.H., Taylor, H.G., Bigler, E.D., Gerhardt, C.A., Vannatta, K. (2007). Social outcomes in childhood brain disorder: A heuristic integration of social neuroscience and developmental psychology. Psychological Bulletin, 133(3), 535–556.CrossRefGoogle ScholarPubMed
Yeates, K.O., Taylor, H.G., Walz, N.C., Stancin, T., Wade, S.L. (2010). The family environment as a moderator of psychosocial outcomes following traumatic brain injury in young children. Neuropsychology, 24(3), 345–356.CrossRefGoogle ScholarPubMed