Article

The cognitive reserve hypothesis has been proposed to account for the mismatch
between brain pathology and its clinical expression.
The aim of the current
research was to explore, in a longitudinal data set, the effects of level of
educational attainment before brain injury (cognitive reserve) and clinical
factors on the level of rehabilitation-induced changes in disability and
community integration. Participants in receipt of postacute rehabilitation were
assessed at induction to the service and again at between
14 and 18 months of
follow-up while still in service on changes in aspects of their abilities,
adjustment and participation (Mayo Portland Adaptability Indices) and community
integration (Community Integration Questionnaire). Controlling for type and
severity of injury, age at onset of injury and duration of time since injury,
participants with higher previous educational attainment showed significantly
greater changes over the course of rehabilitation on adjustment to their injury
and participation, but not on abilities, or community integration following
postacute rehabilitation. Level of education would appear to be an important
element of cognitive reserve in brain injury that serves to aid responses to
postacute rehabilitation in terms of an individual's adjustment to disability and
participation.

Langue : ANGLAIS