• Kelly R Wolfe, Erin D Bigler, Maureen Dennis, Cynthia A Gerhardt, Kenneth Rubin, H Gerry Taylor, Kathryn Vannatta, and Keith Owen Yeates.
• Department of Psychology, Nationwide Children's Hospital, Departments of Pediatrics and Psychology, The Ohio State University, Department of Psychology, Brigham Young University, Department of Psychiatry, University of Utah, Program in Neuroscience & Mental Health, The Hospital for Sick Children, Department of Surgery, University of Toronto, Center for Biobehavioral Health, The Research Institute at Nationwide Children's Hospital, Department of Human Development and Quantitative Methodology, University of Maryland, Department of Pediatrics, Case Western Reserve University, and Department of Pediatrics, Rainbow Babies and Children's Hospital Department of Psychology, Nationwide Children's Hospital, Departments of Pediatrics and Psychology, The Ohio State University, Department of Psychology, Brigham Young University, Department of Psychiatry, University of Utah, Program in Neuroscience & Mental Health, The Hospital for Sick Children, Department of Surgery, University of Toronto, Center for Biobehavioral Health, The Research Institute at Nationwide Children's Hospital, Department of Human Development and Quantitative Methodology, University of Maryland, Department of Pediatrics, Case Western Reserve University, and Department of Pediatrics, Rainbow Babies and Children's Hospital Kelly.Wolfe@nationwidechildrens.org.
• J Pediatr Psychol. 2015 Apr 1; 40 (3): 272-84.

ObjectiveThis study investigated self-awareness of peer-rated social attributes and its relations to executive function (EF), theory of mind (TOM), and psychosocial adjustment in children with traumatic brain injury (TBI).MethodsSelf- and peer perceptions of classroom social behavior were assessed for 87 children 8-13 years of age: 15 with severe TBI, 40 with complicated mild/moderate TBI, and 32 with orthopedic injury. Participants completed measures of EF and TOM, and parents rated children's psychosocial adjustment.ResultsSelf-ratings of classroom social behavior did not differ between injury groups. Self- and peer ratings generally agreed, although children with severe TBI rated themselves as less rejected/victimized than did their peers. Higher EF predicted better self- and peer ratings and smaller self-peer discrepancies, which in turn predicted better adjustment.ConclusionsChildren with TBI show variable social self-awareness, which relates to EF and adjustment. Future studies should identify additional factors that contribute to limited insight.© The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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