Affiliations: [a]
Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| [b]
Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada
| [c]
Department of Speech-Language Pathology, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| [d]
Department of Pediatrics, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
| [e]
Department of Occupational Science and Occupational Therapy, Faculty of Medicine, University of Toronto, Toronto, ON, Canada
Correspondence:
[*]
Corresponding author: Carly A. Cermak, PhD., Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, 150 Kilgour Road, Toronto, ON, M4G 1R8, Canada. Tel.: +1 416 4256220/Ext. 3582; Fax: +1 416 425 1634; E-mail: [email protected].
Abstract: PURPOSE:To examine language outcomes in the short-term stage (i.e., within three months) of early childhood traumatic brain injury (TBI). METHODS:A retrospective chart review over a 10-year period (January 1, 2007 to December 31, 2016) was completed at a single-site inpatient rehabilitation hospital. Inclusion criteria were children aged 15 months to five years 11 months with a diagnosis of closed TBI. RESULTS:Twenty-four charts were included in the descriptive analysis of language; there were fewer children with expressive language scores (n = 18) than receptive language scores (n = 24), likely due to word retrieval difficulties as per clinical documentation. Effects of TBI on language performance were more pronounced in receptive than expressive language. For children with scores in both receptive and expressive language areas (n = 18), five children had below average scores. These children were described as having language delays pre-injury (n = 2), lower exposure to English (n = 1), information processing difficulties (n = 1), and difficulties with formulation and organization of language (n = 1). CONCLUSION:This study represents an initial step in understanding expressive and receptive language performance shortly after early childhood TBI. Challenges with assessment as well as directions for future research are discussed.
