Sara Heverly-Fitt1, Kenneth H Rubin2, Maureen Dennis3, H Gerry Taylor4, Terry Stancin5, Cynthia A Gerhardt6, Kathryn Vannatta6, Erin D Bigler7, Keith Owen Yeates8. 1. Department of Human Development and Quantitative Methodology, University of Maryland, sfitt@umd.edu. 2. Department of Human Development and Quantitative Methodology, University of Maryland. 3. Program in Neuroscience and Mental Health, The Hospital for Sick Children. 4. Department of Pediatrics, Case Western Reserve University, and Rainbow Babies and Children's Hospital. 5. Department of Pediatrics, Case Western Reserve University, MetroHealth Medical Center. 6. Department of Pediatrics, The Ohio State University, The Research Institute at Nationwide Children's Hospital. 7. Department of Psychological Science and Neuroscience Center, Brigham Young University, and. 8. Department of Psychology, University of Calgary, and the Alberta Children's Hospital Research Institute.
Abstract
OBJECTIVE: The goal of the current study was to test a proposed model of social competence for children who have suffered a traumatic brain injury (TBI). We hypothesized that both peer and teacher reports of social behavior would mediate the relation between intraindividual characteristics (e.g., executive function) and peer acceptance. METHODS: Participants were 52 children with TBI (M age = 10.29; M time after injury: 2.46 years). Severity of TBI ranged from complicated mild to severe. Classroom and laboratory measures were used to assess executive function, social behavior, and peer acceptance. RESULTS: Analyses revealed that peer reports of social behavior were a better mediator than teacher reports of the associations between executive function, social behaviors, and peer acceptance. DISCUSSION: The results underscore the importance of including peer reports of social behavior when developing interventions designed to improve the social, emotional, and behavioral outcomes of children with TBI.
OBJECTIVE: The goal of the current study was to test a proposed model of social competence for children who have suffered a traumatic brain injury (TBI). We hypothesized that both peer and teacher reports of social behavior would mediate the relation between intraindividual characteristics (e.g., executive function) and peer acceptance. METHODS:Participants were 52 children with TBI (M age = 10.29; M time after injury: 2.46 years). Severity of TBI ranged from complicated mild to severe. Classroom and laboratory measures were used to assess executive function, social behavior, and peer acceptance. RESULTS: Analyses revealed that peer reports of social behavior were a better mediator than teacher reports of the associations between executive function, social behaviors, and peer acceptance. DISCUSSION: The results underscore the importance of including peer reports of social behavior when developing interventions designed to improve the social, emotional, and behavioral outcomes of children with TBI.
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