Neuropediatrics 2025; 56(S 01): S1-S24
DOI: 10.1055/s-0045-1812158
Varia

Cognitive Communication Disorders and Its Academic Consequences in Adolescents After TBI: A Single-Case Comparison

Authors

  • L. Kogel

    1   Ludwig-Maximilian-Universität (LMU) München, Fakultät 13, Deutsche Philologie, Studiengang Sprachtherapie, München, Germany

  • C. Möhrle

    2   Hegau Jugendwerk, Neurologisches Krankenhaus und Rehabilitationszentrum für Kinder, Jugendliche und junge Erwachsene, Neuropsychologie, Gailingen am Hochrhein, Germany

  • T. Göhringer

    2   Hegau Jugendwerk, Neurologisches Krankenhaus und Rehabilitationszentrum für Kinder, Jugendliche und junge Erwachsene, Neuropsychologie, Gailingen am Hochrhein, Germany

  • S. Reichelt

    3   LMU Klinikum München, Dr. von Haunersches Kinderspital & iSPZ Hauner, München, Germany

  • M. Bonfert

    3   LMU Klinikum München, Dr. von Haunersches Kinderspital & iSPZ Hauner, München, Germany

  • J. Büttner-Kunert

    1   Ludwig-Maximilian-Universität (LMU) München, Fakultät 13, Deutsche Philologie, Studiengang Sprachtherapie, München, Germany
Weitere Informationen
Auch verfügbar auf
 
 

    Background: Traumatic brain injuries (TBI) of any severity (I–II) are considered one of the most common reasons for presenting to an emergency department in childhood and adolescence. These may have significant implications for subsequent developmental trajectories in physical and psychological domains. Research has identified deficits in cognitive-linguistic abilities, which are often referred to as cognitive communication disorders (CCDs). Children and adolescents may show pragmatic language deficits, including difficulties with understanding and producing text and conversation, slower reading and processing, and impaired written expression. Disruptions in the interaction between cognitive and linguistic planning and organizational processes are discussed as an underlying cause. These deficits limit social and academic development and negatively impact the quality of life of children and adolescents in the short and long term.

    Methods: A single-case comparison was conducted to examine deficits in information processing and at the interface of cognition and language. The study compared two matched adolescents: one who developed typically and one who had a history of TBI. Cognitive-linguistic parameters were assessed and compared using two instruments: the MAKRO-KiJu, a screening tool that evaluates macrostructural text competence, and the LGVT, a standardized school performance test that measures reading comprehension.

    Results: Results revealed distinct cognitive-linguistic deficits. These deficits were particularly evident in prolonged reading and processing times and discrepancies in MAKRO-KiJu subscores and deviations from age norms in reading competence (LGVT).

    Conclusion: This case study supports existing evidence of CCD in children and adolescents following TBI. Based on the identified deficits in information processing, negative implications for school reintegration and ongoing social and academic learning must be assumed.


     

    Die Autoren geben an, dass kein Interessenkonflikt besteht.

    Publikationsverlauf

    Artikel online veröffentlicht:
    26. September 2025

    © 2025. Thieme. All rights reserved.

    Georg Thieme Verlag KG
    Oswald-Hesse-Straße 50, 70469 Stuttgart, Germany