Differences in iq and Memory of Monolingual/Bilingual Children who Suffered a tbi

Study Limitations, Clinical Significance, and Future Directions 
The greatest deficit of this study is the sample size. Although this is a specialized 
subpopulation and it is difficult to attain a bigger sample size, a sample closer to a total of 
30 participants for each group would have increased the power of the study as well as 
allowed for more variance in the data. For the statistical analyses that were conducted, a 
sample of 18 was sufficient; however, future studies should attempt to obtain larger 
groups. Another weakness of this study is the lack of demographic information like 
ethnicity and SES. These variables have played a significant role in long term 
consequences of behavioral functional outcome in pediatric TBI over time (Taylor et al., 
2008 and Haider et al., 2007). Some of the subjects in this study may have had a history 
of ADHD before their TBI, which could have influenced their assessment scores 

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particularly if they are not able to attend to the material being presented to them. It has 
been shown that children with premorbid ADHD before TBI perform worse than children 
who have incurred a TBI without a history of ADHD. Children who have premorbid 
ADHD and incurred a TBI have significantly worse scores on attention, executive 
functioning, and memory tasks (Slomine et al., 2005). Research has shown that on 
average 20% of children who incur a TBI have a premorbid diagnosis of ADHD 
(Slomine et al., 2005; Gerring et al., 1998). However, it was also found over a 2 year 
longitudinal study that the majority of premorbid ADHD cases were of the hyperactive 
type. Slomine et al. (2005) showed that over the 2 year period children with premorbid 
ADHD hyperactive symptoms increased after incurring a TBI. After TBI a child with 
premorbid ADHD would have increased hyperactive symptomatology which could be 
observed by the researcher administering the evaluation. It is possible that some of the