Neuropsychological consequences of traumatic brain injury in children and adolescents

Author(s): Obrzut, J. E.

Journal/Book: J Learn Disabil. 1996; 29: 8700 Shoal Creek Blvd, Austin, TX 78757-6897. Pro-Ed Inc. 609-617.

Abstract: The study of the relationship between neuroscientific information and cognitive function and dysfunction is clearly a widely expanding field. In particular, there has been a growing body of research on traumatic brain injury (TBI) in children and adolescents. This article conveys recent findings concerning cognitive outcomes, with a particular focus on age differences with TBI, suggests a relationship between specific learning disorders and brain dysfunction, addresses differential hemisphere functioning with TBI, and alludes to recent developments in assessment of TBI.

Note: Article J Lordmaes, Univ Arizona, Coll Educ, Dept Special Educ & Rehabil, Sch Psychol Doctoral Program, Tucson, AZ 85721 USA

Keyword(s): CLOSED-HEAD-INJURY; LEARNING-DISABLED CHILDREN; DAMAGE PATTERN; WISC-R; DISABILITIES; ATTENTION; DISORDERS; SEQUELAE; HYPERACTIVITY; COLLABORATION

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