Abstract
The literature on intellectual and academic outcome after closed head injury in children and adolescents is reviewed. The research strategies and variables used to evaluate recovery are considered in terms of empirical findings and methodological issues. It is argued that assessment of outcome must take place within the context of an understanding of the child's premorbid behavioral and cognitive functioning. In addition, more fine‐grained tests of cognition other than global IQ measures should be utilized to tap subtle information processing, problem solving, and scholastic achievement deficits resulting from traumatic brain injury.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
