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Performance Monitoring in Children Following Traumatic Brain Injury

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Performance Monitoring in Children Following Traumatic Brain Injury Journal of Child Psychology and Psychiatry 50:4 (2009), pp 506–513 doi:10.1111/j.1469-7610.2008.01997.x Performance monitoring in children following traumatic brain injury Tisha J. Ornstein,1 Harvey S. Levin,3 Shirley Chen,2 Gerri Hanten,3 Linda Ewing-Cobbs,4 Maureen Dennis,5 Marcia Barnes,6 Jeffrey E. Max,7 Gordon D. Logan,8 and Russell Schachar2 1Department of Psychology, Ryerson University, Toronto, Ontario Canada; 2Department of Psychiatry, Hospital for Sick Children, Toronto, Ontario, Canada; 3Department of Physical Medicine and Rehabilitation, Baylor College of Medicine, Houston, TX, USA; 4University of Texas Health Center, Houston, TX, USA; 5Department of Psychology, Hospital for Sick Children, Toronto, Ontario, Canada; 6University of Guelph, Guelph, Ontario, Canada; 7Department of Psychiatry, University of California, San Diego and Children’s Hospital and Health Center, San Diego, CA, USA; 8Department of Psychology, Vanderbilt University, Nashville, TN, USA Background: Executive control deficits are common sequelae of childhood traumatic brain injury (TBI). The goal of the current study was to assess a specific executive control function, performance monitoring, in children following TBI. Methods: Thirty-one children with mild–moderate TBI, 18 with severe TBI, and 37 control children without TBI, of comparable age and sex, performed the stop signal task, a speeded choice reaction time task. On occasion, they were presented with a signal to stop their responses. Performance monitoring was defined as the extent of slowing in go-task reaction time following failure to stop responses. Results: The TBI group as a whole demonstrated less post-error slowing than did controls. This finding suggested impaired error monitoring performance. In addition, time since injury and socioeconomic status predicted less slowing after stopped responses. Conclusions: We suggest that alterations in performance monitoring expressed as the inability to notice, regulate and adjust behavior to changing situations are an effect of TBI in children. Keywords: Performance monitoring, traumatic brain injury, children, head injury, neuropsychology, pediatrics. Traumatic brain injury (TBI) affects nearly half a performance (Rabbitt & Rodgers, 1977; Logan, million children each year (Langlois, Rutland- 1985). Deficient performance monitoring can Brown, & Thomas, 2005) and is the leading cause result in post-error slowing that is often construed of death disability among children and adolescents. as a behavioral adaptation to a changing environ- TBI is commonly caused by pedestrian or bicycle- ment or to the detection and correction of an error. associated collisions, or motor vehicle accidents Hence, performance monitoring is considered an (Middleton, 2001). About 85% of all injuries are ‘adaptive’ process – once error detection has considered mild (see for review Yeates, 2000). TBI in occurred, behavioral adjustments or remedial children frequently produces impairment of execu- action can take place that result in fewer errors tive control processes (Kaufman, Fletcher, Levin, and enhanced task performance (Holroyd & Coles, Miner, & Ewing-Cobbs, 1993; Levin et al., 1994, 2002). 1996; Kelly & Eyre, 1999; Dennis, Guger, Ronca- Impaired performance monitoring has been iden- din, Barnes, & Schachar, 2001; Christ, White, tified in various neurologic and psychiatric popula- Brunstrom, & Abrams, 2003) that are mediated by tions with presumed dysfunction of the frontostriatal frontal-subcortical pathways (Alexander, Delong, & circuits (see for review, Ullsperger, 2006). In addi- Strick, 1986). The impact on executive control tion, several studies have shown that adults with processes has been attributed to the vulnerability of frontal lobe lesions exhibit a pattern suggestive of prefrontal cortex to focal lesions and the relatively deficient performance monitoring; these subjects late maturation of this region. (Proficient executive make errors and are unconcerned by the conse- control performance relies on the integrity of the quences of their behaviors, including the lack of goal frontal lobes, which serve to organize and regulate attainment (Rylander, 1947; Tow & Whitty, 1953; behavior through the mediation of the so-called Eslinger & Damasio, 1985). ‘executive functions,’ a term that refers to a range of However, there has been little systematic processes that ‘enable a person to engage success- investigation of performance monitoring in children. fully in independent, purposive, self-serving Krusch et al. (1996) reported that normal children behavior’) (see Lezak, 1995, p. 42). tend to slow following errors made in speeded choice A core executive control system function is the reaction time tasks. Wiersema, van der Meere, and ability to monitor and regulate behavior, which Roeyers (2007) used an event-related potentials involves identification of and adjustment to errors in paradigm to demonstrate that, like adults, children exhibit error awareness and adjustment of response Conflict of interest statement: No conflicts declared. strategies, despite showing signs of a less Ó 2008 The Authors Journal compilation Ó 2008 Association for Child and Adolescent Mental Health. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA Performance monitoring in childhood TBI 507 well-developed error detection system. Deficient random presentation of a signal following the go performance monitoring has also been documented stimulus that instructs the participant to stop their in children diagnosed with attention deficit hyper- ongoing response. The approach enables the exam- activity disorder (Schachar et al., 2004), who differ ination of performance monitoring by evaluating the from normally developing children in terms of error latency of go responses following failed inhibition detection or post-error adjustment to errors as trials. We identified non-stopped responses or trials in reflected in the extent of slowing after errors. which a stop signal was presented, but the subject There are several reasons to predict deficient failed to stop, and the mean reaction time for the first performance monitoring after TBI in children. TBI correct go task response (go RT) that immediately impairs self-awareness and meta-cognitive ability followed each inhibition failure (Error + 1 RT; E + 1). (‘knowing about knowing’) in a way that sug- We thus calculated post-error slowing as the differ- gests insensitivity to performance errors (Dennis, ence between mean E + 1 RT and mean go RT to index Donnelly, Wilkinson, & Humphrey, 1996; Hanten, performance monitoring. Bartha, & Levin, 2000; Sherer et al., 2003). And, regulatory control deficits can distract from a child’s overall ability to learn and function independently, Methods confound other cognitive deficits, and impede the Participants effectiveness of intervention (see for review Tarazi, Mahone, & Zabel, 2007). In addition, TBI in children, Participants were 49 children (18 girls, 31 boys) who especially when severe, commonly causes injury to had sustained mild–moderate or severe TBI resulting from closed head trauma. Participation in the study was the frontal cortex and cellular dysfunction in white contingent on the acquisition of consent and assent matter regions (Levin et al., 1997) that mediate goal- forms completed by the parents and child, and with directed, monitoring processes. approval from the research ethics board at each par- The first goal of the current study was to assess ticipating institution. Participants were recruited from performance monitoring in children with TBI. consecutive admissions of children at Memorial-Her- Performance monitoring in children who had mann Hospital, Texas Children’s Hospital and Ben suffered severe or mild–moderate TBI was compared Taub General Hospital (Houston), Children’s Hospital to the performance of typically developing children. (Dallas), and The Hospital for Sick Children (Toronto) as Children with traumatic brain injury were expe- part of an ongoing project on the outcome of TBI. These cted to manifest a deficit in performance monitoring. children were recruited for the study at the time of their We also directly compared the two head-injured initial hospital assessment and were followed prospec- tively at several time points over two years. The children groups in order to evaluate the effect of severity on from these clinics underwent a comprehensive evalu- performance monitoring. ation that included screening for physical, motor or The present study considered whether perform- language limitations, and semi-structured clinical ance monitoring varied with three variables known interviews and questionnaires with the parents and to affect neurocognitive outcome after childhood TBI: child. All were seen by a board-certified child psychi- age at injury, time since injury, and socioeconomic atrist. In addition, all children underwent standardized status. Consequences of childhood brain injury and IQ testing with an abbreviated version of the Wechsler subsequent recovery depend on developmental Intelligence Scale for Children – 3rd Edition (Wechsler, factors and environmental influences, including 1991). Performance monitoring was evaluated using the socioeconomic status. For several neuropsychologi- stop-signal paradigm and was assessed 6 months after cal outcomes, younger children who sustain TBI the injury, on average. The majority of children who suffered mild–moderate have poorer outcomes than those whose injuries head injury
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