Traumatic Brain Injury (Children)
Service Delivery

Provider

External Scientific Evidence

Evidence-Based Practice Guidelines

No evidence-based practice guidelines were found.

 

 

 

 

 

Evidence-Based Systematic Reviews

Evidence-Based Review of Moderate to Severe Acquired Brain Injury Teasell, R., Marshall, S., et al. (2008). Retrieved from http://www.abiebr.com.

 

Description

This is a review of prospective and retrospective experimental and non-experimental studies that investigated the effectiveness of rehabilitation for adults and children with moderate to severe acquired brain injury (ABI), including stroke and traumatic brain injury (TBI). This review includes the assessment and management of several aspects of rehabilitation including speech and language treatments. The levels of evidence used to summarize the findings are based on the modified Sackett criteria: Level 1 was applied to randomized controlled trials (RCT) with a PEDro score greater than 5.  Level 2 was applied to RCTs with a PEDro score less than 6, non-RCTs, and cohort studies.  Level 3 was applied to case control studies.  Level 4 was applied to pre-post studies, post-studies, case series, and single intervention group studies. Level 5 was applied to observational studies, case studies, and consensus statements. 

 

Conclusions

“There is Level 2 evidence to suggest that family-based interventions may be more beneficial for improving outcomes of children with brain injury than usual, clinician-directed care based interventions based on the results of two randomized controlled trials” (p. 38).

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Early Developmental Intervention Programs Post Hospital Discharge to Prevent Motor and Cognitive Impairments in Preterm Infants Spittle, A. J., Orton, J., et al. (2007). Cochrane Database of Systematic Reviews (2).

 

Description

This is a review of quasi-experimental and experimental studies that investigated “the effect of early developmental intervention programs post-discharge from hospital for pre-term infants on cognitive and motor development compared with standard medical follow-up at infant (0-2 years), preschool (3- <5 years) and school age (5-17 years)” (p. 16).  Data from infants born pre-term with cerebral injuries (i.e., periventricular leukomalacia and intraventricular hemorrhage) were included. 

 

Conclusions

• For studies of cognitive outcomes that focused on both the parent-relationship and infant development, a non-significant trend in favor of the early intervention group was noted.
• There was no significant treatment effect for motor outcomes for early intervention programs that focused on both the parent-infant relationship and infant development when compared to the standard follow-up condition.

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