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.
